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, though she
does not know the author's email address for final option. She
already has some word processed materials, and she knows how to
use a CD-ROM, despite the fact that there is a severe shortage
of Welsh language ICT materials.
You
may not be in the same position as she 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:
Using
the text only, and not using 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 the text 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 possible follow-up material that could be created or gleaned
from the CD-ROM, and so much you can do with a couple of good
imported images, that I really would want to get the most out
of the text, the technology and the pupils by combining some of
the options.
Using
a word processor package to create worksheets on the text, placing
some images into the worksheets.
Here the question is one of how much the pupils will learn, retain
and organise if the teacher spends her 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 a picture can paint
a thousand words, or at least that a picture can give an extra
stimulus to the understanding of Viv's sometimes difficult (at
least to a Second Language learner) turn of phrase. 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.
Using
some video, perhaps of the original text or of different versions
of the text.
This isn't strictly an ICT option, and is not yet an option in
this case study. However, it may be possible with other texts,
such as abridged versions of the Welsh classics, for example William
Jones; O law i law; Cysgod y Cryman. The CD-ROM contains one adapted
passage from each of the above, along with film references and
printable word-processed worksheets. The best thing about it is
that looking at video provides a range of stimuli to the learner
- especially our younger learners with high levels of 'tele-literacy'
- and that the videos are themselves re-workings of the text and
opportunities to re-contextualise them.
Using
the CD-ROM provided to you in your pack for this case study.
Once you've had a chance to look at the CD, you'll see that it
gives you a reservoir of learning resources, and that it uses
text, images and hyperlinks to get students thinking about the
story. The problems remain, though, about managing the CD-ROM
and giving pupils access to it.
Using
the World Wide Web to gather resources, especially on the background
to the text.
The web addresses appended to this case study provide interesting
background reading for those studying Welsh language and literature,
at any level. When you come to use the World Wide Web to deal
with Welsh language and literature, you should try to restrict
yourself (and the pupils) to these sites. Wandering off into hyperspace
can be a waste of time without the right focus and the right discipline.
Using
the World Wide Web for resources, and locating experts for e-mail
communication.
The obvious problem here is the location of 'online' experts in
anything Welsh, without mentioning specific texts. Your mentor
has arranged for the e-mail addresses of the authors to be made
available to you, both the author of the CD-ROM and of the short
story. Some web sites you visit invite the exchange of observations
by e-mail, and these are included in your appended list. You still
have the problem of managing this type of communication, though,
and especially of ensuring that the respondents in cyberspace
really are the 'experts' they claim to be.
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 but contact the author, and to combine
two or more, in particular sessions, over a five-lesson 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. 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 Short Story
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