b.
Evaluating the Resources
Used
It is easier and more flexible to apply an evaluation to resources
than it is to apply one to lessons. You will have in mind what
you want the resources to do, and the resources themselves often
tell you something about what you can expect of them. However,
there is danger in both of these positions. Firstly, you should
always be aware of how individual and subjective your own expectations
of ICT based learning resources are likely to be. Secondly, you
should be aware that ICT resources are often 'sold' as doing more
than they can really be expected to do in a real classroom situation.
Both
of these facts held true of the resources used in this case study.
In the case of providing information through tables and charts,
the teacher was impressed with the versatility of the package
and the various scenarios he was able to create quite easily.
As
a form of guide, I would suggest the following range of questions
be applied to ICT based learning resources:
- How
much resource specific learning do I as a teacher have to do
to make the resource work in the classroom, and is it worth
it in terms of time and effort spent and saved?
- How
easy is it for students to 'see through' the resource to the
subject specific learning I want them to experience?
- How
technically and practically robust and stable is the resource
when being used repeatedly under different circumstances and
by different learners?
- How
generally applicable is the resource-content, and can I adapt
it once I am familiar with the resource?
- How
well does the resource integrate with other resources and teaching
methodologies I use as a matter of course?
You
should apply these questions to all ICT based resources you use,
and especially in this case study with M/S Excel and M/S Word.
As you become more familiar with asking the questions, you will
of course become more effective in your use of resources, and
they will in turn begin to pay you back more quickly for the effort
you put into them.
 c.
Adapting the Resources for Different Learners or Work
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