Part 2:
Teaching With ICT

a. Structuring Lessons

In the case study we are dealing with, the teacher has a fairly regular pattern to his ICT based theory or non-practical sessions. He tends to start with a teacher-led introduction to the session, outlining the area for coverage in the session. In an hour-long lesson, he might restrict himself to just one single issue within sport in society or to one example. From the introduction, he will set pairs or small groups work to do, using either printed worksheets, a section of a CD or specific investigations on the World Wide Web. This work is structured, and he monitors progress around the class until he can get them to report back to the whole group on their progress, or summarise their progress in small groups to feed back in the next session.

Again, you might not work in exactly this way, but you probably do have a pattern that you favour as a teacher. Characterise this pattern to yourself now, and consider how the use of ICT as a resource might fit into it.

The teacher wants to use ICT over a two-week introductory period spending an hour a week with it. First let's recall the main learning objectives the teacher has for his pupils in this area:

• Identify the main brands for sporting products used in the UK - general consumer market.
• Locate the brands' web sites on the Internet.
• Answer a range of questions about the use of images in the web site.
• Relate the images used to a portrayal of sport.
• Explain the relation between sport and leisure in the marketing and use of the products discussed.

Below is a summary of how the two separate weeks are structured to use ICT to meet some of these objectives. You will see that they are proposed as two distinct stand-alone sets of work. This is because the teacher needs to be flexible in when he can gain access to the ICT, and needs to be able to move the sessions around in consultation with other users of ICT in his school. Take a look at the summary and then produce your own account, and your own lesson plans, showing how you would use the ICT resources we have been discussing to do the same job on this area of work. You might wish to extend or contract the time, and to fit the plans, durations and work around your own experience of working with this or a similar area of work.

Case Study Lesson Structure
Sports Advertising

Week 1 - Sports areas of interest, brand names and web addresses (1 hour).

• Class introduction and targeted questions - set context for sport and society as expressed through commerciality of sports products - exercise where all pupils identify 'sports' products they own that are used for leisure purposes.
• Small group work (groups of three):
  • Identify sport for investigation (one per group)
  • Identify brand name for investigation (one per group member)
  • Find sites on web
  • Answer generic questions based on sites:
    • What products are sold in relation to this sport/brand that are not intended solely for sports purposes?
    • What products are soled in relation to this sport/brand that can only be used for sports purposes?
• Class discussion of points raised by group work - whole-class summary of issues in relation to use of sports goods in society.

Week 2 - Use the Internet sites to explore examples of advertising with specific tasks (1 hour).

• Class introduction - whole class discussion on last week's session - raising of more focussed point on relation of sports products to life-style choices.
• Worksheet based tasks on examples of sports advertising and life-style issues using web sites.
  • Pupils identify the sport for investigation from last week, and add one web site to the one used last week
  • Go to the web sites, and note on the use of images used to sell products:
    • The types of models (people) used to promote the products
    • The implied life-style choices continuous with sports products
    • The use of sports products in fashion contexts - clothes, footwear, accessories
• Small groups feed back with responses to the worksheets - whole class discussion of current issues in advertising of sports products.

b. Managing Learning in the Classroom