e.
Planning the Work of Learners
In
the case study teacher's experience, planning the work of learners
using the worksheet is quite straightforward. She has access to
a room where her class can share computers on a one-between-two
basis, she has access to sound on the computers, and she has developed
some of her own ideas along the lines of the worksheet. She has
also by now looked at some World Wide Web sites and can show pupils
the relations between the information on these different resources.
Your
case might be different. Firstly,
do you have access to a computer room or learning centre where
you can work on Music lessons with a full group of pupils? Secondly,
can you run the worksheet on all of the machines using your school's
network - you are allowed by law to do this, but will your network
do it? There are other, technical questions, but these are less
important than the educational questions. Consider those below
before you start planning the series of lessons in detail:
- How
long will you take to deal with the concept of timbre from start
to finish, including the production of homework if this is relevant?
- How
much of this time will you spend using the worksheet, gaining
access to the Internet in a planned and structured way, and
using word-processed resources of your own?
- How
do you want to order the use of ICT for learning and assessment
- do you want it blocked or staggered, and will you need to
circulate pupils around it in circumstances where not all pupils
can use computers at once?
- How
will you plan to ensure that all pupils are spending time using
ICT for the best purposes in their music learning?
- How
will you ensure that pupils do not simply 'copy and paste' from
the resources they encounter, and that they learn what they
should learn about the story?
- How
will you ensure that students avoid simply improving the presentation
of the work with ICT rather than learning better as a result
of using it?
These
questions are crucial at this stage, and you might want to discuss
them with colleagues and/or you mentor before you create a scheme
of work that includes the use of ICT, however rough the scheme
is at the beginning. Once you are happy that you have a plan of
how to use ICT effectively for the work you want to do on timbre
or any other new concept in music, you should go on to consider
some lesson plans for actually applying it in the classroom.
 Part
2: Teaching with ICT
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