Part 3:
Evaluating the Use of ICT in Teaching and Learning
a.
Evaluating the Lessons
In
this case study, it was not always obvious to see the differences
between a traditionally run lesson and the lessons run using ICT.
The lessons using a spreadsheet were often evaluated as stand-alone
sessions, because this was the way the teacher was able to run
them. Where individuals, pairs and groups were working on different
things, and where the course of the lessons demanded some fragmentation
of the class, it was more difficult to judge. It was also more
difficult to judge effectiveness where technological problems
arose, such as computers not working as they should, network problems
or software not properly installed.
You
will need a framework in which to evaluate the lessons run using
ICT, and the best way to approach this is to use your own or your
school's evaluation framework, paying particular attention only
to the differences between lessons with and without the use of
technology. The main emphasis must be on the learning rather than
the technology, and that your own ability to evaluate the effectiveness
of the learning experience is paramount.
For
this reason, and because it is possible that you will be evaluating
work with ICT that is new to you, I suggest that you do the following:
- Apply
your usual formal or informal method of lesson evaluation to
the lessons where you used ICT in a way you hadn't before.
- Discuss
this set of evaluations - ideally two or three in the first
instance - with your mentor.
-
Determine from the evaluations and the discussions where you
would do things differently in the future, both with the same
lessons and with lessons where the subject matter or the technological
response to the subject matter are common.
 b.
Evaluating the Resources Used
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