ICT in Science teaching and learning What's happening in schools? Pam Furney June 2011.
Teaching Science With ICT
Transcript of Teaching Science With ICT
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Teaching Science With ICT
Andy Moore and Dom Toner
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Where are We Now
ICT entwined with modern day life.
Students growing with high expectation of
ICT usage in schools
Schools have a responsibility to take this
on board
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Where are We Now
Must be careful about availability outside of school.
Must look at learning gains in relation to cost, impact ontime, training implications, social effect of full adoption of
ICT
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Where are We Now
1981One computer for every school
2004One computer for every 10.0 pupils
2010One computer for every 4.9 pupils
Hardware not everything Effective implementationneeds investment in planning, training, and design of
activities
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Position of ICT In Science
Increased over last decade but still concerns over depthof usage:
BECTa reported 66% of science teachers used ICT in lessons.
However only 11% used ICT for more than 3hrs per year
Use of ICT is not as great as it should be, possibly dueto a lack of:
Time, confidence, resources, experience, training, timetabledslots, reliable equipment
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Why should you use ICT in sciencelessons
Vision DfES view to be a world leader in use of ICT inteaching and learning
Entitlement DfES skills strategy says it is a thirdentitlement along literacy and numeracy
Affordability Power and speed increase, cost
becomes more affordable to schools
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Test for Effectiveness
EFFECTIVE USE OF ICT SHOULD:
Support Help pupils achieve tasks
Enhance Add value to tasks
Extend Open up new tasks
Planning how software will facilitate learning is key
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Examples Photosynthesis
DfES Website Photosynthesis activity
Simulation of greenhouse (in conjunction with real life contextfor engagement)
Change parameters: CO2, O2, Light, Heat
Real life photosynthesis experiments are time consumingtemperamental and often unsuccessful.
NOT A REPLACEMENT FOR REAL LIFE EXPERIMENT
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Examples Solar System Making PowerPoint presentations on planets using
internet.
Suggest websites using hyperlinks from a worddocument for accurate information.
Links to NC How Science Works section regardingcollaboration and communication.
Many pupils enjoy presenting information
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Examples Energy Follow up trips to a theme park with rollercoaster
simulator
Use data logging equipment and model rollercoaster(curtain rail) to measure parameters such as speed.
Enhances opportunity for discussion (e.g. how toimprove experiment)
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Data Logging Equipment
Huge range of Data Logging equipment now available. Light gates, thermometers, light intensity sensors, pH etc.
It is easier to record data and save it using computers than by hand. Reduces need for students to record data, plot scales and draw graphs
HOWEVER: Gets work done quicker, producing a cleaner output, errors are identifiedmore easily and it opens up a realm of new practicals (measuring pH change)
Some believe the drawing of graphs is not a real world skill any more
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Developing Professional Practice
New Opportunities Fund (NOF) designed to provide ICTtraining for teachers
Web is an endless source of resources and teaching
material Lesson ideas from established teachers
Worksheets
Pupil Material
Care must be taken when deciding which resources to use offthe internet and whether they are relevant
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The Future?
Emphasis placed on role of ICT in education Writhlington School distributed laptops to all 1400
students (March 2010)
iBooks 2 released 19/01/12 incorporating textbooks from
leading publishers
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MooreToner
Productions