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, though she recognises the difficulties of finding useful data on the World Wide Web.

You may not be in the same position as she 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:

No ICT (or other technology) at all.
This could be done without ICT, but the students need to use large amounts of data and it would be very time consuming for them to analyse data, carry out calculations and draw graphs. They are also likely to make mistakes, which would make the conclusions meaningless.

Use a database or statistical package.
The students could create a database file that would enable them to store and analyse data. The database would allow students to construct queries that would automatically update when more records are added. The database will enable students to carry out statistical analysis and produce charts to display results. The database also enables the students to combine all their work into one large file for analysis.

Use a word processor to create questionnaires for collecting data.
Students can gather data in a variety of ways both secondary from reference books, CD-ROM's or the Internet or primary through the use of questionnaires that they create.

Use a video to present students with a case study to demonstrate the practicalities of collecting and analysing data.
A video may be used to introduce to students the practicalities of collecting and interpreting data.

Use a CD-ROM to give students access to a wide range of actual data that they are able to evaluate.
As stated in the objectives of this case study, students are required to show how number is used in differing jobs in a variety of different vocational settings. Students can carry out their own primary research to gather data, but much greater scope is available and it's also less time consuming for the student to collate the data from secondary research. Although the student could obtain this information from a book, a CD-ROM presents opportunities for students to have access to a huge library of resources with the added bonus of the CD-ROM's search facility. You are probably aware of Encarta and Britannica; other products such as Hutchinson's and Compton's provide inexpensive if inconsistent sources of data. The biggest problem that arises with mass market CD-ROM resources is their US orientation - good European, British or Welsh focus is very hard to find.

Use the World Wide Web to provide a variety of data that may be used.
The following search engines can provide a useful starting point:

Use e-mail to communicate with students or with colleagues.
When handling large sets of data, encouraging students to concentrate on particular groups to collect data can save time; the whole class can then share their findings. Students can e-mail their individual database files to the tutor so that she can import the data into one larger file. The shared data provides a much bigger data set and could be stored and used for use by other classes.

It also allows the teacher to share ideas with colleagues. Talk to colleagues about ideas on delivering Application of Number using ICT and you can share resources and lesson plans.

Visit the following sites:

www.hyper-ad.com/tutoring/trig.htm

www.fms.k12.nm.us/mesaview/misc/pt.html

Resources Selected for Work on Interpreting Information