c. Selecting ICT Resources

The teacher in this case study has developed skills to make him more comfortable with the skills behind most of the options we have looked at above. He has used video in a classroom environment, already has produced word processed materials/student instruction. He has seen some good relevant sites on the World Wide Web, and frequently uses a CD-ROM.

You may not be in the same positions as he, 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:

Using 'chalk and talk' only, without using any ICT (or other technology) at all.
IT Key Skills can be taught using traditional methods but this nullifies one of the main advantages of using ICT in teaching IT - the use of the computers, and their relevance to the students, and hence the relevance of IT Key Skills to the students. In order for the students to really benefit from IT Key Skills sessions, it would be advisable to combine some of the options.

Use textbooks and circulate around the room facilitating the students' learning.
Although this is not strictly an ICT option, it could be regarded as such if used in conjunction with word-processed worksheets or help-sheets. The use of textbooks enables students to work at their own pace, enabling 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 lower-motivated students that more interactive media (CD-ROM, World Wide Web, animated graphics) may capture.

Using a word processor package to create worksheets on the text, placing some images into the worksheets.
Here the question is one of how much the pupils will develop their skills in IT 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 and skill being demonstrated, as well as providing prompts on how the software is used. It is also highly likely that the time spent on creating quality resources using ICT is recouped due to the adaptability and reusability of the resources.

Using video resources to present a case study, on which they are able to demonstrate their IT skills.
This isn't strictly an ICT option, but it could be considered as one if used in conjunction with word-processed worksheets, or gaining extra information via the World Wide Web. Video can demonstrate to students everyday situations where IT is applied in the workplace, in school or in "extra-curricular" areas. Video can provide a range of stimuli to the learner - especially for younger learners with high levels of 'tele-literacy', or those with low attention spans.

Using CD-ROMs.
As stated in the case study objectives, students are required to demonstrate skills in using IT in a variety of different vocational settings. Students can use Primary research to gather data, but Secondary data is a valid option- offering greater scope, and consuming less time. The student could undertake research from books, but a CD-ROM presents opportunities for students to have access to a huge "library" of resources, coupled with the ability to search effectively and cross reference the information. Additionally, in the case of IT Key Skills, the fact that students are using a CD-ROM provides additional evidence of their use of IT Skills for a specific purpose. This is especially the case if text or graphics from a CD-ROM are copied and pasted into the student's final (or draft) work.

Using the World Wide Web to gather resources on the subject of the assignment.
In the same way as using CD-ROM, the fact that students are using the World Wide Web provides additional evidence of use of IT Skills for a specific purpose. In the case of the World Wide Web, it is unlikely that all information would be relevant to the subject being covered, so the text copied (for example) might require annotation. In using the World Wide Web, it would be advisable to have pre-prepared websites available to guide the students. Wandering off into hyperspace can be a waste of time without the right focus and the right discipline.

Use e-mail for student communication with the tutor, or to browse newsgroups for research purposes.
On occasions, students fail to complete courses satisfactorily because they miss a class or the objective of a taught session. Use of e-mail can inform the teacher of any absence or difficulties and can offer a more confidential route for students to contact the tutor. Similarly, the teacher may set work or distribute worksheets by attaching documents to the outgoing e-mail, receiving responses in the same method. An additional advantage of this mode of operation is that the use of e-mail can provide documented evidence of the student's use of IT, with the option to use it either as product or process evidence.

Now that you've looked at my ideas about the options available, you need to make your own choices. The teacher in the case study has decided to use all options but the expert, and to combine two or more in particular sessions over a five-lesson period. You need to plan to do something of this sort. On the next page, make a copy and fill out the summary to help you get focus on what you will do. Think of some uses of your own, and make a short note on what you will have to do to make it work, what you expect the benefit to be to your pupils, and what difficulties you expect to encounter when you do it in the classroom.

Resources Selected for Presenting and Exchanging Ideas