Part 2:
Teaching With ICT

a. Structuring Lessons

In the case study we are dealing with, the teacher has a fairly regular pattern to his sessions. He tends to start with a teacher-led introduction to the topic, outlining the area for coverage in the session. In an hour-long lesson, he will restrict himself to just one topic. From the introduction, he will set pairs or small group's work to do, using either printed worksheets or tables/charts created from Microsoft Excel. The students can rotate their tasks so that every student is able to create their own charts on the computer. The work is structured, and he monitors progress around the class, he can assist any students who may struggle with any of the tasks until the work is ready to be assessed.

Again, you might not work exactly in this way, but you probably do have a pattern that you favour as a teacher. Characterise this pattern to yourself now, and consider how the use of ICT as a resource might fit into it.

Over a four week period of preparation, spending two or three hours a week on the topics, the teacher in the case study has wanted to introduce the ICT based work at the beginning. First let's recall the main learning objectives the teacher has for her pupils in this area:

• Interpret straightforward information.
• Carry out calculations, using whole numbers, simple decimals, fractions and percentages to given levels of accuracy.
• Interpret the results of your calculations and present findings, using a chart and diagram.

The topic the teacher has selected for the analysis is:

• Population forecasts.

Below is a summary of how weeks one to four are structured to use ICT to meet these objectives. Take a look at this summary and then produce your own account, and your own lesson plans, showing how you would use the ICT resources we have been discussing to do the same jobs on this topic. You might wish to extend or contract the time in order to fit the plans and work around your own experience of working with this type of activity.

Case Study Lesson Structure

Week 1 - Two Hours. Introduce the method for the four-week phase of work. Explain the first case study and the importance of being able to interpret information from different sources.

• Class introduction and allocation of resources to individuals. The teacher introduces the first case study of population forecasts and the students are asked for their initial interpretation of the table.
• The teacher identifies the variables in the table, the students are asked to identify two countries that are forecast to experience similar changes in their population forecasts. The students are invited to explain why a table is a useful method of making comparisons and to suggest an alternative method of showing information.

Week 2 - Three Hours. Students are introduced to interpreting information from charts. The teacher distributes worksheets explaining different types of charts, and conventions relating to charts.

• The students are expected to identify how charts are labelled, and the importance of reading the axes accurately. Present the students with a chart without axes and labels and ask them to interpret the results. Ask students how the chart may be improved and make the necessary alterations. Identify why is the chart a useful method of making comparisons.
• Examine the charts created by the tutor in Excel, make comparisons of the two line charts that have been created. Why might an organisation wish to change the scale on the axes, when conveying a message?
• Examine alternative types of charts such as pictographs.

Week 3 - Two Hours. Examine deficiencies in the way that we have displayed the data in charts and in the table.

• Why might percentage changes in the forecasted population changes be more relevant than actual changes.
• Calculate percentage changes in the forecasted population figures.

Week 4 - Three Hours. This week is reserved for practical scenarios that students need to undertake to achieve this element such as proving their ability to measure in everyday units, by reading scales on familiar measuring equipment.

b. Managing Learning in the Classroom