c. Selecting ICT Resources

The teacher in the case study is completely at home with the skills behind most of the options we have looked at above. He has used newspapers and videos and some word processed worksheets, he is aware of the opportunities that are presented by the use of the World Wide Web and CD-ROM's to collect salient data.

You may not be in the same position as he is, so we shall look at the options in the context of your school and your experience. Think about the following points as they apply to you:

Not use any ICT (or other technology) at all.
This is how many of the older generation perceive the classroom. The teacher standing in front of the class as the students are in sections of; hands in the air patiently waiting for the teacher to notice, so determined to give a response that they shout aloud, watching the clock and are totally unaware of the rest of the class or what the teacher is saying, and most alarmingly, who have failed to follow the topic and are terrified that the teacher will look in their direction. ICT provides opportunities for a great deal of classroom differentiation. Often, the slightly more alert student will out-perform the struggling student not on the basis of academic superiority, but on the latter's failure to understand the basics of the topic; maybe due to a lack of concentration or even a medical condition (some medication restricts a person's ability to concentrate over time).

Use textbooks and circulate around the room facilitating the students learning.
Although this is not strictly an ICT option it could be regarded if it was used in conjunction with word processed worksheets or helpsheets. The use of textbooks enables the student to progress at their own pace and enables the teacher to concentrate on students who require greater assistance. This may minimise some of the deficiencies with the chalk and talk method, but may still fail to ignite the interest of the lower motivated student that more topical and case specific use of worksheets may capture.

Use a word processor package to create worksheets for the topics, perhaps placing some prompts to guide the student through the skills they require to complete a task.
Here the question is one of how much the students will develop their skills if the teacher spends time on creating material using a word-processor, and how much they would have done so anyway. The use of focused worksheets will obviously enable the student to concentrate on the current topic, as well as providing prompts on principles of how equations may be used. It also seems likely that the time spent on creating high quality resources of the sort the teacher wants is likely to be returned in the adaptability and re-usability of the resources.

Use a video to present students with a case study on which they are able to see how number may be presented.
Probably the greatest difficulty faced by the Application of Number teacher is to confront the student with situations in which they are likely to use their numeracy skills naturally - ie. outside the classroom. The use of videos can demonstrate to students everyday situations where numeracy is applied in the workplace or dealing with personal finances.

Use the World Wide Web to gather data, especially more up to date relevant information.
The following web addresses provide background resources of how data may be presented:

The following search engines can provide a useful starting point:

Use a spreadsheet package such as Excel or Lotus 123, to present the student with a range of charts and tables that the student is able to interpret.
This case study is aimed at Foundation Level students or students who are studying for Level 1 Application of Number Key Skills. These are students who require repetitive testing of level one skills. A spreadsheet such as Excel will enable the teacher to provide the students with a range of charts, maps and tables that may be easily altered to test students' ability to understand how data may be presented.

Resources Selected for Work on Interpreting Information