b. Deciding Whether to Use ICT

There seems to be a wide range of options for dealing with this topic. The teacher could:

• Use discussion only, and not use any ICT (or other technology) at all.
• Use a word processor package to create worksheets of word lists from which the learners could select those relevant to their write up.
• Use a worksheet containing words supported with relevant symbols that the learners would need to include in their write up.
• Use symbols that the learners could cut and paste to illustrate the correct order of events in the meal preparation.
• Search the World Wide Web to find relevant graphics that the learners could use to support the piece of material that they need to produce.
• Use digital photographs of the learners participating in the meal preparation activity.
• Use books, cookery ones in this instance, for the learners to extrapolate information on the activity they participated in.
• Use magazines to obtain pictures relevant to the activity that the learners participated in.
• Video the learners participating in the meal preparation activity and create a narration to the footage.
• Illustrate likes and dislikes by placing the names of learners next to pictures of the relevant foods.
• Paste pictures of the learners next to the foods that they like.

Of course, any combination of the options is also possible, but we shall discuss them all, and your work will involve using several of the options alone and together.

Questions for Consideration

• How many of the options above do you feel comfortable about at the moment, and could you suggest any others?
• What are the benefits to using the video alongside the written material?
• What are the pitfalls as you see them to using some of the suggestions above?
• Look again at the objectives for this case study - do you think any of them match up with the options listed?

Keep a short record of your responses to these questions for discussion with your mentor.

c. Selecting ICT Resources