c.
Selecting ICT Resources
The
teacher in the case study is completely at home with the skills
behind most of the options we have looked at above, including
having first-hand knowledge of sites dedicated to advertising
and sports products. He has used videos, already has some word-processed
materials, and he has seen some good sites on the World Wide Web.
You
may not be in the same positions as he is, 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:
Use
discussion only, and not use any ICT (or other technology) at
all.
I have a bit of a problem with this (I would say that, wouldn't
I?) in as much as my own experience of working with this area
of work is that it is both hugely enjoyable - on its own, without
technology - and very challenging for young people. Especially
in terms of the objectives set for this case study, there is such
a wealth of material available from the World Wide Web, and so
much you can do with the technology to get access to lively and
detailed information, that I really would want to get the most
out of the syllabus, the technology and the pupils by combining
some of the options.
Use
a word processor package to create worksheets on the area of work.
Here the question is one of how much the pupils will learn, retain
and organise if the teacher spends his time on creating learning
and testing resources using a word processor, and how much they
would have done so anyway. My own view is that it need not take
much time to create high quality learning resources that integrate
text, graphics and other stimuli - flow charts, for example -
that illustrate processes. It also seems likely that the time
spent on creating high quality resources of the sort the teacher
wants is likely to be returned in the adaptability and re-usability
of the resources.
Use
some video and print material, for example broadcast television
programmes, contemporary publications, bespoke learning materials
for the area.
This isn't strictly an ICT option, but it would be if it were
done in conjunction with the word-processed worksheets or some
work on the World Wide Web looking at other materials. The best
thing about it is that looking at video and published material
provides a range of stimuli to the learner - especially our younger
learners with high levels of 'teleliteracy' - about real-world
issues in advertising and sport.
Use
the World Wide Web to gather resources.
Obviously, it will be essential to use the web in order to look
at adverts for sports related goods and to compare them with examples
of adverts in other media such as in print and on TV. It would
also be possible to use the web to gather more focused and critical
resources on the subject of sport in society, so that pupils can
take a more specialist view of the topic. Given that pupils also
come with an interest in specific sports almost as an inevitability,
it would also be worth using the world of diversity on the web
to get the pupils to focus on their area of specific sporting
interest.
Below
you will see a variety of sites that you can use for this exercise.
When you come to use the World Wide Web to deal with this area
of work, you should try to restrict yourself (and the pupils)
to the sites listed here. Wandering off into hyperspace can be
a waste of time without the right focus and the right discipline.
Sports
Brands
www.nike.com
www.adidas.com
www.discountsportsonline.com
www.raven-apparel.com
Football
www.tsisoccer.com
www.shopsoccer.com
Rugby
www.aitken-niven.co.uk
www.rugby-na.com
www.canterbury.co.nz
Golf
www.pinggolf.com
www.callawaygolf.com
Tennis
www.tenniscompany.com
www.e-rackets.com
Cricket
www.ca-sports.com.pk/clothing.html
www.hudsonsports.co.uk/cricket.htm
Basketball
www.anacondasports.com/wizards/2_get_baskb.cfm
Swimming
www.speedo.com
Surfing
www.tavarua.com
www.thesurfcompany.com
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 including e-mail, and to combine two
or more in particular sessions over a two-week 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. I've put in some suggestions - you can use these as you
like. 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 Sports Advertising
|
