Part 3:
Evaluating the Use of ICT in Teaching and Learning

a. Evaluating the Lessons

The teacher felt that the use of ICT definitely helped pupils adopt the use of symbols for variables more naturally than with our traditional methods. They really had no difficulty with this when using the computer - the problem was putting the symbols in the right order when working on paper. After doing the test, one pupil commented "I could remember how I typed in the formula on the computer", so it seemed that for some, at least, the use of ICT had helped.

Questions for Consideration

• What mistakes would you expect pupils to make in formulas?
• when using the spreadsheet
• when writing them algebraically

The use of a spreadsheet program rather than a program specifically designed for algebra notation caused some difficulties. It certainly helped develop their IT capability, but it did lead to confusion when the teacher wanted them to start using algebra notation. They were used to writing B2 for a cell reference and tended to write x2 instead of 2x for "two times x". In future, he would insist that when putting in a "multiply" formula, they put the number before the cell reference viz. =3*B2.

Some pupils lacked confidence when attempting new IT techniques, and repeatedly sought help from the teacher or technician. It may be better to insist on pupils using help sheets and/or asking other pupils before seeking help from the teacher. It was noticeable, too, that there was high demand for help toward the end of each lesson as more and more pupils reached the more difficult problems, yet they were able to continue with these with much more confidence at the start of the next lesson.

Questions for Consideration

• Can you explain why difficulties arose towards the end of lessons?
• How might you avoid this?

The lesson structure needs some refinement to cater for variations in IT capability. Each lesson should have realistic basic objectives, together with extension activities for the quicker pupils, so that the class can be kept together when moving onto the next stage. The problems caused by variations in IT capability could have been eased by pairing pupils who differed in their IT capability, and asking the more experienced to let the less experienced partner do the operations on the computer with help.

Questions for Consideration

• Do you normally pair more and less able pupils?
• Is it a good idea to use this approach when ICT is involved?

Overall, however, the teacher felt that the work was very successful, and the pupils gained a good feel for working with variables symbolically at an earlier age than usual. Also, he would be able to use the idea of a number machine formula in future work with algebra, knowing that the pupils all had direct experience of exploring spreadsheet formulas.

In general, the following points should be helpful in structuring the evaluation of lessons involving ICT:

• Were pupils motivated by the work?
• What have they learned?
• What is it that contributed to this learning - the activity, the resources, your whole class explanations and interventions, your individual help, prompting and questioning?
• Were any particular groups of learners disadvantaged by the type of work?
• Were there any difficulties in managing pupils' learning or behaviour?
• Were you able to monitor pupils' progress while they were working?
• Were you able to assess their learning from the results of their work?
• What influence did ICT have on the lesson?
• Could the contribution of ICT have been improved further?

b. Evaluating the Resources Used