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Presentation for the Norcic science education conference NFSUN 2011 Linkoping 13-16 June http://www.liu.se/nfsun2011?l=en&sc=true
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School of EducationFaculty of Education, Social Sciences and Law
The effectiveness of integrating existing digital learning resources into classroom teaching – an evaluation of the learning achievement
Svava Pétursdóttir
Introduction
•The curriculum:
• make observations, such as on a string instrument, where distinctions are made between low and high tones and sounds from them viewed on a computer screen. p. 34
Introduction
Execution, recording and analysis of information involves a student with greater independence can gather information on a particular subject by a variety of ways, either through computer communication, with observations in the classroom, in the field or with research, also a student should gain practice in recording events and observations in a specific and clear manner, either with numbers and words, graphs, drawings and assistance of models, with or without the aid of a computer. p. 9
Current use of ICT in Iceland
“Often”:
• internet searches
• word processing
• presentation software
• watch videos
• take photos “Close to never”
• simulations
• data loggers
• data bases
“Seldom”:
• spread sheets
• educational software
• photo editing
Why ?
Why is ICT not used more ?
Could it be that teachers are not sure of its effectiveness?
Is it really effective ?
Lets check in the Icelandic context !
Are there measurable differences, linked to conceptual understanding, between an experimental group using an ICT-based science teaching intervention and a comparison group being taught in the usual way?
Intervention
• 8 teachers, volunteers
• 5 experimental - 3 comparison
• 20 classes
• 395 students
• 3 topics from the science curriculum
• 4–6 weeks with DLR’s used in 2–6 lessons
•Instructions and worksheets
Data
•Tests before and after
•Attitude questionnaires before and after
•A sample of lessons observed
•Pupil focus groups
•Teacher interviews
Basic GeneticsReading from screen erfdir.is
Virtual experiments Bug Lab
http://www.channel4.com/learning/microsites/G/genetics/activities/buglab.html
Genetics
N
Pre test Mean
Post test Mean
Difference Mean
Exp110 18 4,97 5,47 ,51
Exp 210 22 3,01 5,99 2,98
Exp 410 13 4,58 5,05 ,46
Exp 411 15 4,52 5,17 ,65
Comp 710 22 4,19 5,22 1,03
Comp 810 15 3,93 6,59 2,66
Comp 811 17 3,41 7,11 3,70
Total 122 4,03 5,80 1,77
Genetics
Experimental classes did worse
Not statistically signifcant
710 signifcantly lower
Balancing chemical equationsTraining skills Chembalancer
http://funbasedlearning.com/chemistry/chemBalancer/default.htm
Chemistrybalancing chemical equations
N Pre test mean
Balancing chemical equations
Exp 1 16 3,67 2,65
Exp 31 10 1,94 3,50
Exp 32 13 2,26 2.69
Exp 5 22 3,41 3,59
Exp 6 18 3,58 3,33
Comp 6 15 3,83 2,93
Comp 7 20 3,13 1,45
Comp 8 19 3,54 2.74
Total 133 3,27 2,82
Pre test out of 10, post test out of 5
Balancing chemical equations
Significant difference between experimental group and comparison group
Comparison class 7 only significantly different from the others
Ecology SimulationSunny Meadows
http://puzzling.caret.cam.ac.uk/game.php?game=foodchain%20
Ecology
class NPre test Mean
Post test Mean
Exp 40 18 3,84 5,27
Exp 41 19 5,99
Exp 50 28 4,20 6,30
Comp 60 25 3,27 4,80
Comp 61 23 3,99 5,70
Total 113 3,83 5,63
Vistfræði
Significant difference between experimental group and comparison group
Significant difference between Exp50 and Comp60
Niðurstaða
“ICT is not the golden ticket”
Short intervention, not realistic to expect large differences
Good tools can make a difference but .......
Tools do not replace effectie teacching
A good tool in the hands of a good teacher the ideal situation
And .....
The pattern ........
A good teacher ?
Less effective teacher ?
What if ........
Gets tools
Aquires knowledge
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