SEPTEMBER 14th 2007
Page 1.0 Aim
Page 1.1 Background
Page 2.0 The learning situation
Page 2.1The lesson
Page 2.2 The assessment strategies used
Page 3.0 Strengths of ICT as a learning tool
Page 4.0 Weaknesses of ICT as a learning tool Page 5.0 Conclusions
This report describes a learning support situation where ICT has been used. The assessment strategies as well as the advantages of ICT as a tool for learning are discussed.
It is generally agreed that the use of Information and Communication Technology (ICT) in schools is a crucial resource in education (ICT in Education, 2007). Because of the benefits to teachers and pupils, ICT will grow in use (Using ICT to support learning, n.d.). The Government has spent more than £1.8 billion to bring ITC to schools with a further £230 released from The National Lottery to increase teachers’ competence in the use of ICT (OFSTED, 2002).
2.0 The learning situation
The pupils involved in the lesson were the lowest set of year tens for mathematics. Most of the pupils in the class, of about fifteen, have low scores in their mathematics assessments a small proportion have been placed in the class for “behavioural problems” possibly due to ADHD. (Dupaul, G.J., Jiterenda, A.K., Volpe, R.J., Lutz, J.G., Junod, R.V., Tresco, K. et al., 2005). Rather than present the whole lesson on the board the teacher had decided to incorporate ICT into the lesson to make it more interesting and enjoyable for the pupils (Alfey 2003, p. 107). Past assessments of learning styles had also shown a wide range of learning styles (Smith, M. K., 2002).
2.1 The lesson
The mathematics lesson was a continuation of previous lessons which all had the learning objective of learning how tally charts are produced and to reflect the results in bar and pie charts. At the beginning of the lesson the teacher explained exactly what the pupils had to do and said that they could each work at their own pace. The teacher asked the class if they all understood, they all said “yes”. The teacher also said that if anyone needed any help they were to let either him or the Learning Support Assistant (LSA) know and they would be helped. The lesson was based on a survey of twelve peoples’ memory ability. The pupils had been required to make a memory board by cutting out twenty pictures from magazines and pasting them onto cards. The chosen interviewees had to see which objects they could remember after viewing the cards for thirty seconds. The results were then recorded by the interviewer, using a tally system against each item on the list. The pupils had previously produced a simple hypothesis making predictions on who would remember the most. Most of the pupils’ hypotheses were that either girls would have better memories than boys or vice versa depending on the sex of the interviewer. When the tally charts were produced, the pupils were required to log onto the laptop computers and transfer the results to a spreadsheet using Microsoft Excel. After the survey was completed, the consolidated results were transferred to another Microsoft Excel spreadsheet showing the total results for each pupil. From these results the pupils each produced a bar and pie chart using the Microsoft Excel tools. The pupils went on to write a conclusion that compared their hypotheses to the actual results gained.
2.2 The assessment strategies used