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 sessions. He tends to start with a teacher-led introduction to the topic, outlining the area for coverage in the session. In an hour-long lesson, he will restrict himself to just one topic. From the introduction, he will set pairs or small groups work to do, using printed worksheets, a CD-ROM 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 feedback 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.

Over something like a four week period of focused work using ICT in this area, spending about one hour a week on the topic, the teacher in the case study has wanted to introduce the ICT based work in the second week. First let's recall the main learning objectives the teacher has for his pupils in this area:

• Name the key sacred text(s) for a range of World religions, from:
  • Christianity
  • Judaism
  • Sikhism
  • Buddhism
  • Islam
  • Hinduism
• Name the key protagonists from at least two of the texts.
• Identify the dates and regions of appearance of at least two of the texts.
• Describe the geographical extent of the influence of at least two of the texts today.

Below is a summary of how weeks two-five are structured to use ICT to meet some of these objectives. Take a look at this 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 the topics. You might wish to extend or contract the time, and to fit the plans, duration and work around your own experience of working with this type of activity.

Case Study Lesson Structure

Week 2 - One Hour - Names of Texts.

• Class introduction - Whole-class Q and A to establish knowledge.
• Pairs or threes - each pair/three with list of religions to cover, working to find the names of the key texts using CD-ROM and/or Internet, depending on access.
• Feed back information to whole class from groups to ensure standard level of knowledge

Week 3 - One Hour - Key Protagonists.

• Class introduction - Recap Week 2 and the names of the key texts, perhaps with a slip-test.
• Pairs or threes again - take list of texts and use Internet/CD-ROM to match protagonists to them. The investigation can be done either from 'blind' on the names, or by having a list of names to get a head start. This depends on the group.
• Feed back information to the whole group to ensure standard level of knowledge.

Week 4 - One Hour - Dates and Regions of Original Appearance, Geographical Extent of Influence.

• Class introduction - recap weeks 2 and 3 with names of texts and protagonists.
• Whole class broken down into groups to do the following on CD/Internet. For each of the texts covered, find out:
  • date of original appearance
  • stated location of original appearance
  • current range of influence
• Feed back information to whole group.

Week 5 - One Hour - Start Database.

• Class Introduction - ensure whole class has all necessary information.
• Pair pupils up in terms of ICT competence and provide instructions on creation of the database. Pairs then prepare own databases covering all elements in area of work so far. Pairs encouraged to add their own areas (or limit areas and nature of database) in order to aid differentiation.
• End of session and prepare for next - review all databases for rolling development as more information in related areas from 'Sacred Texts' and other aspects of World Religions comes in.

b. Managing Learning in the Classroom