Part 3:
Evaluating the Use of ICT in Teaching and Learning
a.
Evaluating the Lessons
In
the case study, you can see the differences between a traditionally
run lesson and the lessons run using ICT. The lessons using the
World Wide Web and the CD-ROM 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, the World
Wide Web access slowing down dramatically, or the CD-ROM not functioning
fully.
You
will need a framework within 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 the technology. The main point is that evaluation is based
on learning rather than on 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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