e.
Planning the Work of Learners
In
the case study teacher's experience, planning the work of learners
on disc or the web is quite straightforward. He has access to
a room where his class can share computers on a one-between-two
basis, he knows how to use a variety of CD's quite well, and he
has copied some material from Encarta into his own worksheets.
He has also by now looked at some World Wide Web sites and can
show pupils the relationship 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 Science lessons
with a full group of pupils? Secondly, can you run any CD on all
of the machines using your school's network? 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 this area of work from start
to finish, including the production of homework if this is relevant?
- How
much of this time will you spend using a CD-ROM, 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 learning of Science?
- 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 work?
- 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 your 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 nutrition,
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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