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-curricula' 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 Work on Modelling Relationships
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