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CREATIVE SCIENCE LESSONS USING INFORMATION AND COMMUNICATION COMMUNICATION TECHNOLOGIES (ICT)

Hartfried Schmid, UNESCO Bangkok

CREATIVE SCIENCE LESSONS USING INFORMATION AND COMMUNICATION COMMUNICATION TECHNOLOGIES (ICT)

Hartfried Schmid, UNESCO Bangkok

Overview

1) UNESCO initiatives

2) Trends and technology

3) Effective pedagogies for ICT science integration3) Effective pedagogies for ICT science integration

4) Benefits and cautions

5) E-tools for science education

6) Summary

pedagogies for ICT science integrationpedagogies for ICT science integration

education

• UNESCO research on girls’ transition education

UNESCO Initiatives on Science Education

education

• UNESCO-INTEL Partnership

• KScience Project (YTN Korea/UNESCO)

• UNESCO Collection of Digital Resources for Teaching and Learning

UNESCO research on girls’ transition to STEM in higher

UNESCO Initiatives on Science Education

INTEL Partnership

Project (YTN Korea/UNESCO)

UNESCO Collection of Digital Resources for Teaching and

UNESCO research on girls’ transition to STEM in higher educationAccording to the UNESCO’s initial research on girls’ transition to STEM in higher education:

Currently, there is an improved gender gap science performance in secondary education between girls and boys.science performance in secondary education between girls and boys.

However, girls are not selecting subjects related to mathematics and science in higher education, or for a career path.

In many countries within the Asian-compared to men working in the Science, Technology, Engineering, and Mathematics (STEM) sectors

UNESCO research on girls’ transition education

According to the UNESCO’s initial research on girls’ transition to STEM in

improved gender gap in mathematics and science performance in secondary education between girls and boys.science performance in secondary education between girls and boys.

girls are not selecting subjects related to mathematics and , or for a career path.

-Pacific, there are few women compared to men working in the Science, Technology, Engineering, and Mathematics (STEM) sectors.

UNESCO research on girls’ transition to STEM in higher education continued The lack of correlation with female students shows that there are

different factors that influence performancefuture prospects in the STEM sectors.

Some of the factors influencing girls performance in the STEM field in Some of the factors influencing girls performance in the STEM field in higher education include: Social and cultural factors,

Educational factors, and

Labor market factors.

UNESCO research on girls’ transition to STEM in higher education continued

The lack of correlation with female students shows that there are different factors that influence performance, thus limit the women’s future prospects in the STEM sectors.

Some of the factors influencing girls performance in the STEM field in Some of the factors influencing girls performance in the STEM field in

UNESCO research on girls’ transition to STEM in higher education continued This lack of correlation between girls’ learning achievement, further study and

market outcomes signals the need for further exploration of the underlying factors that may be affecting this progression, and programmes can help address this gap

As part of a three year joint research initiative As part of a three year joint research initiative Korean Women’s Development Institute (KWDI) education, a multi-country research study will be undertaken to address this gap

7 countries - Cambodia, Indonesia, Malaysia, Mongolia, Nepal, South Korea and Vietnam

Regional synthesis report to be published by end of this year

research on girls’ transition STEM in higher education continued

This lack of correlation between girls’ learning achievement, further study and labourneed for further exploration of the underlying factors

that may be affecting this progression, and analysis of how education policies and can help address this gap.

joint research initiative between UNESCO Bangkok and the joint research initiative between UNESCO Bangkok and the Korean Women’s Development Institute (KWDI) on gender and the quality of

country research study will be undertaken to address this gap

Cambodia, Indonesia, Malaysia, Mongolia, Nepal, South Korea and

report to be published by end of this year

UNESCO-INTEL Partnership

Five-year framework agreement to build science worldwide, and harness information and communication technologies (ICTs) for educational advancement UNESCO and Intel will work on improving and delivering learning tools UNESCO and Intel will work on improving and delivering learning tools

Science, Technology, Engineering, and Mathematics (STEM) for sustainable development,

enhancing STEM capacities of universities,

supporting the UNESCO Engineering Initiative education projects,

and using ICTs in education policies and master plans

INTEL Partnership

agreement to build capacity in engineering and harness information and communication

technologies (ICTs) for educational advancement.improving and delivering learning tools on improving and delivering learning tools on

Science, Technology, Engineering, and Mathematics (STEM) for sustainable

enhancing STEM capacities of universities,

UNESCO Engineering Initiative through engineering

ICTs in education policies and master plans.

KScience Project (YTN Korea / UNESCO)

Make available science television programmes to public Education TV channels in Asia-Pacific

Share and translate to English its TV programs

Provide project support

Co-produce broadcast materialsBuild capacity for Education TV producers, journalists, teachersCoordinate platform to share broadcast materials across APUpload videos in the webStrengthen cooperation between Education TV channels in the region

Coordinate project

Project (YTN Korea / UNESCO)

Make available science television

Share and translate to English its TV programs

Provide project support

Public/non-profit TV channels

Broadcast TV programs;Share own TV programs

Supporting material 4: Teaching and Learning of Science, Mathematics and Language

UNESCO Collection of Digital Resources for Teaching and Learning

Target group: Secondary school science, mathematics and language teachers, teacher educators

Main content: Directory of ICT Resources for Teaching and Learning of Science, Mathematics, and Language, features a collection of ICTbased resources for classroom instruction. It is especially valuable for teachers with limited Internet connectivity.

: Directory of ICT Resources for Teaching and Learning of Science, Mathematics and

UNESCO Collection of Digital Resources for

Target group: Secondary school science, mathematics and language

Main content: Directory of ICT Resources for Teaching and Learning of Science, Mathematics, and Language, features a collection of ICT-based resources for classroom instruction. It is especially valuable for teachers with limited Internet connectivity.

Supporting material 4: Teaching and Learning of Science, Mathematics and Language


: Directory of ICT Resources for Teaching and Learning of Science, Mathematics and



CD-ROMs of reviewed digital resources general/collective curriculum mapand Science (expected to be completed by end of 2014)

ObjectivesObjectives

To expand the collection of UNESCO elearning to support ICT-pedagogy integration

To align the digital content on Mathematics and Science with Asia Pacific core curriculum for lower secondary

To make the collection of digital content widely available to countries that face infrastructure limitations


digital resources categorized according to a for lower secondary Mathematics

(expected to be completed by end of 2014)

expand the collection of UNESCO e-resources for teaching and pedagogy integration

To align the digital content on Mathematics and Science with Asia core curriculum for lower secondary

To make the collection of digital content widely available to countries face infrastructure limitations

Innovations….

Trends and TechnologiesTrends and Technologies

Trends and Technology

Innovations in the ICT technology are moving at a fast speed where innovations are made on a monthly and weekly basis and are shared to the rest of the world using crowd-sourcing initiatives.

Examples of (latest) trends and technology include: Examples of (latest) trends and technology include: 3D printing also known as additive manufacturing, which is a process of making

three-dimensional solid objects on a digital file.

Augmented reality(AR) is a category of virtual reality, which aims to duplicate a users’ or world’s environment in a computer to improve on the user’s sensory understanding of the virtual world they view and interact with.

Trends and Technology

Innovations in the ICT technology are moving at a fast speed where innovations are made on a monthly and weekly basis and are shared to

sourcing initiatives.

Examples of (latest) trends and technology include: Examples of (latest) trends and technology include: also known as additive manufacturing, which is a process of making

dimensional solid objects on a digital file.

is a category of virtual reality, which aims to duplicate a users’ or world’s environment in a computer to improve on the user’s sensory understanding of the virtual world they view and interact with.

Trends and Technology Continued

Mobile learning, which involves the use of two digital converging technologies, which are mobile phones and computers that enable learning out of classes.

Tele/Distant- learning, which is a form of ICT enabled learning category where a student and teacher are situated in different geographical where a student and teacher are situated in different geographical locations, but communicate through digital methods such as email, audio and video streaming, and telecommunications.

Ubiquitous learning is an ICT technology that is similar to mobile learning where learning environments can be accessed in laptops, computers, and mobile phones anywhere and anytimedetects increased context data compared to


, which involves the use of two digital converging technologies, which are mobile phones and computers that enable learning

, which is a form of ICT enabled learning category where a student and teacher are situated in different geographical where a student and teacher are situated in different geographical locations, but communicate through digital methods such as email, audio and video streaming, and telecommunications.

is an ICT technology that is similar to mobile learning where learning environments can be accessed in laptops, computers, and

anywhere and anytime. Ubiquitous learning environment detects increased context data compared to E-learning.


Personalized learning is an ICT trend that transforms a classroom from one that teaches to different students within a classroom, to the one that adjusts content and pedagogy based on personal student needs both strong and weak.

Smart portfolio assessment (Big data) Smart portfolio assessment (Big data)management, sorting and retrieving of data that is connected to learning. This is used to understand learning gaps and modify content and educational approaches.

Gaming, which is a common experience among young people that offers an opportunity for learning how to solve problems, and civic engagement among youth.


is an ICT trend that transforms a classroom from one that teaches to different students within a classroom, to the one that adjusts content and pedagogy based on personal student needs both strong and

assessment (Big data), which allows the collection, assessment (Big data), which allows the collection, management, sorting and retrieving of data that is connected to learning. This is used to understand learning gaps and modify content and

, which is a common experience among young people that offers an opportunity for learning how to solve problems, increases social interaction, and civic engagement among youth.

http://www.3rdworldfarmer.comhttp://www.3rdworldfarmer.com

• Constructive learning

Collaborative learning

Effective Pedagogies for ICT Science Integration

• Collaborative learning

• Situated learning

• Discovery learning



Constructive learning: This is a learning theory found in psychology, which explains how people acquire knowledge and learn, thus has a direct application to education. The theory states that people generate knowledge and meaning For example, while learning, a student can utilize gained knowledge on

using the computer’s calculator to solve a mathematical problem.

Additionally, teachers can use the (electronic) whiteboard to present ideas, images, and implement class discussions.

Constructive learning also involves a situation where students generate own questions.


This is a learning theory found in psychology, which explains how people acquire knowledge and learn, thus has a direct application to education. The theory states that people generate knowledge and meaning from their experiences.

example, while learning, a student can utilize gained knowledge on using the computer’s calculator to solve a mathematical problem.

dditionally, teachers can use the (electronic) whiteboard to present ideas, images, and implement class discussions.

Constructive learning also involves a situation where students generate their

Effective Pedagogies for ICT Science Integration Continued Collaborative learning: This method of learning requires students to

work together to achieve a common goal. For example, teachers can use virtual laboratories to present practical

experiments to students in order to establish expected outcomes and develop their level of working practically. develop their level of working practically.

Additionally, integrating ICT in collaborative learning can involve a situation where teachers use the whiteboard to draw diagrams, show pictures, animate objects to explain critical concepts and even play some video clipping of real time operation


This method of learning requires students to work together to achieve a common goal.

example, teachers can use virtual laboratories to present practical experiments to students in order to establish expected outcomes and develop their level of working practically. develop their level of working practically.

, integrating ICT in collaborative learning can involve a situation where teachers use the whiteboard to draw diagrams, show pictures, animate objects to explain critical concepts and even play some video

Effective Pedagogies for ICT Science Integration Continued Situated learning: This involves the process of creating meaning from

actual activities of daily living where learning occurs in a social but informal setting. For instance, teachers can use ICT trends and technology such as computer

simulations within classes to provide learners with a functional context approach to simulations within classes to provide learners with a functional context approach to learning. In this case, the teacher exposes the learner to different things that an individual does in a real life job.

Moreover, teachers use videos that show doctors or laboratory researchers working on complex studies who assist in modeling the practice of scholarship by assisting the students learn virtually in their classrooms.

Situated learning suggests that learning occurs through social relationships, cultural environments, and connecting or applying past knowledge to new contexts.


This involves the process of creating meaning from actual activities of daily living where learning occurs in a social but

For instance, teachers can use ICT trends and technology such as computer simulations within classes to provide learners with a functional context approach to simulations within classes to provide learners with a functional context approach to learning. In this case, the teacher exposes the learner to different things that an

Moreover, teachers use videos that show doctors or laboratory researchers working on complex studies who assist in modeling the practice of scholarship by assisting the students learn virtually in their classrooms.

Situated learning suggests that learning occurs through social relationships, cultural environments, and connecting or applying past knowledge to new contexts.

Effective Pedagogies for ICT Science Integration Continued Discovery learning: This is an inquiry

be used in science problem solving situations where a learner uses experience and existing knowledge to discover relationships, facts, and new truths through learning. For example in science, students can use ICT data interpretation methods to For example in science, students can use ICT data interpretation methods to

show whether the virus causing a certain disease is recessive, dominant, or sexually transmitted.

In discovery learning, teachers can achieve inquiry based learning through the use of virtual field trips to assist students learn about diseases or cultures by viewing photographs, power point presentations, and video


This is an inquiry-based learning theory that can be used in science problem solving situations where a learner uses experience and existing knowledge to discover relationships, facts,

example in science, students can use ICT data interpretation methods to example in science, students can use ICT data interpretation methods to show whether the virus causing a certain disease is recessive, dominant, or

In discovery learning, teachers can achieve inquiry based learning through the use of virtual field trips to assist students learn about diseases or cultures by viewing photographs, power point presentations, and video clips

Effective Pedagogies for ICT Science Integration Continued Behavioral learning: In this context, learning is viewed as a behavior

that occurs as a result of experience. This category focuses on skills that will be used later in life.

For example, teachers implement basic mathematical computational skills For example, teachers implement basic mathematical computational skills using computers, whiteboards, and other media examples to students because they may be needed later in life when one gets a job.


In this context, learning is viewed as a behavior that occurs as a result of experience.

category focuses on skills that will be used later in life.

basic mathematical computational skills basic mathematical computational skills using computers, whiteboards, and other media examples to students

they may be needed later in life when one gets a job.

• Benefits of using ICTs in Science

Cautions of using ICTs in Science Lessons

Benefits and cautions

• Cautions of using ICTs in Science Lessons

Benefits of using ICTs in Science Lessons

of using ICTs in Science Lessons

cautions

of using ICTs in Science Lessons


Simulations or online labs are effective considering that they assist students in translating different representations. The simulations contain physical systems that are presented in different ways including the two or threedimensions.

The use of ICT in science lessons allow students to be more engaged in The use of ICT in science lessons allow students to be more engaged in activities, show increased interest, and pay additional attention to lessons.

ICT provides access to a wide range of resources in science that are of high quality.

ICT utilizes multi-media resources that enable visualization and manipulation of complex models while the three dimensional images and movement enhances understanding of scientific ideas.


Simulations or online labs are effective considering that they assist students in translating different representations. The simulations contain physical systems that are presented in different ways including the two or three-

The use of ICT in science lessons allow students to be more engaged in The use of ICT in science lessons allow students to be more engaged in activities, show increased interest, and pay additional attention to lessons.ICT provides access to a wide range of resources in science that are of high

media resources that enable visualization and manipulation of complex models while the three dimensional images and movement

of scientific ideas.

Benefits of using ICTs in Science Lessons Continued ICT increases the range of material that can be used in teaching and

learning science to include text, still and moving images and increases the different methods that the material can be used class and individual learning.

ICT improves the quality of data available to students. For instance, ICT improves the quality of data available to students. For instance, information gathered from the internetobtained from loggers can include regular readings.

Computers also allow repetitive tasks to be carried out swiftly and accurately to allow time for students to think about the scientific data that has been generated.


ICT increases the range of material that can be used in teaching and learning science to include text, still and moving images and sound. It also increases the different methods that the material can be used for within a

improves the quality of data available to students. For instance, improves the quality of data available to students. For instance, information gathered from the internet can be more up to date, and data

regular and accurate experimental

also allow repetitive tasks to be carried out swiftly and accurately to allow time for students to think about the scientific data that

Cautions in using ICTs in Science Lessons

Virtual labs and simulations should not substitute for actual or real life laboratory experience because some of the outcomes are not valid, thus require real experiments in actual laboratories within schools.

When integrating ICT in science, children who have access to this information are more likely to isolate themselves from the rest of the group information are more likely to isolate themselves from the rest of the group since they can hardly work as a team considering that they are used to performing tasks on their own.

Using ICT in schools is expensive. In most schools, the implementation of ICT will be the largest curriculum budget cost. This is a significant strategy, but the cost will leave inadequate resources for other significant


Virtual labs and simulations should not substitute for actual or real life laboratory experience because some of the outcomes are not valid, thus require real experiments in actual laboratories within schools.

When integrating ICT in science, children who have access to this information are more likely to isolate themselves from the rest of the group information are more likely to isolate themselves from the rest of the group since they can hardly work as a team considering that they are used to

Using ICT in schools is expensive. In most schools, the implementation of ICT will be the largest curriculum budget cost. This is a significant strategy, but the cost will leave inadequate resources for other significant activities

Cautions in using ICTs in Science Lessons Continued Access to computers in schools is limited considering that it is in the form of

computer labs where the teacher needs to difficult to establish a fitting time for an ICT science lesson.

Low professional development and low levels of ICT and internet skills among teachers tend to restrict the range of internet and computer use in among teachers tend to restrict the range of internet and computer use in their lesson planning.

Computers, mobile phones, and other methods of technological communication systems used in schools mostly breakdown causing difficulties in learning, which may affect the performance of students in their science subjects.


Access to computers in schools is limited considering that it is in the form of computer labs where the teacher needs to reserve a time, which may be difficult to establish a fitting time for an ICT science lesson.

Low professional development and low levels of ICT and internet skills among teachers tend to restrict the range of internet and computer use in among teachers tend to restrict the range of internet and computer use in

Computers, mobile phones, and other methods of technological communication systems used in schools mostly breakdown causing difficulties in learning, which may affect the performance of students in their science

• PhET Interactive Simulations

Physion – Physics Simulation Software

E-tools for science education

• Physion – Physics Simulation Software

• Celestia

• Virtual Chemistry Lab

Interactive Simulations

Physics Simulation Software

tools for science education


Supporting material 5+Tools. Recommended for kids/advanced learners: PhET Interactive Simulations

PhET provides fun, interactive,

research-based simulations of physical phenomena for free.

http://phet.colorado.eduhttp://phet.colorado.edu

+6: Collection of E-Learning Tools. Recommended for kids/advanced learners: Interactive Simulations

Physion - Physics Simulation Software

Physion is a 2D Physics simulation software.

It can be used to easily create a wide range of simulations and educational experiments

Teachers may find it particularly useful since it can be used as a Teachers may find it particularly useful since it can be used as a virtual physics laboratory through which they can demonstrate some basic physics concepts in the classroom.

http://physion.net/


is a 2D Physics simulation software.

can be used to easily create a wide range of interactive physics educational experiments.

may find it particularly useful since it can be used as a may find it particularly useful since it can be used as a through which they can demonstrate some

basic physics concepts in the classroom.

Celestia

Free space simulation that lets you explore our universe in three dimensions

http://www.shatters.net/celestia/index.html

space simulation that lets you explore our universe in three

www.shatters.net/celestia/index.html

Virtual Chemistry Lab (ChemCollective

The ChemCollective is a collection of virtual labs, scenariolearning activities, tutorials, and concept tests.

Teachers can use content for pre-labs, for alternatives to textbook homework, and for in-class activities for individuals or teams. homework, and for in-class activities for individuals or teams.

Students can review and learn chemistry concepts simulations, and tutorials.

http://chemcollective.org/vlabs

ChemCollective)

is a collection of virtual labs, scenario-based learning activities, tutorials, and concept tests.

labs, for alternatives to textbook class activities for individuals or teams. class activities for individuals or teams.

Students can review and learn chemistry concepts using virtual labs,

Summary

Summary

ICT should be used to enhance pedagogy, not to reinforce traditional teaching

ICT can boost girls’ interest in learning sciences and math by providing more social learning aspects (eg. more social learning aspects (eg. shows is one of the girls-friendly pedagogy

The potential of new technologies should be explored to innovate science learning, such as 3D printing, live poll to facilitate the discussion, flipped classroom, personalized learning (with big data), collaborative learning platform, simulation, mobile learning etc.

ICT should be used to enhance pedagogy, not to reinforce traditional

ICT can boost girls’ interest in learning sciences and math by providing . Telecollaboration), which research . Telecollaboration), which research

friendly pedagogy

The potential of new technologies should be explored to innovate D printing, live poll to facilitate the

discussion, flipped classroom, personalized learning (with big data), collaborative learning platform, simulation, mobile learning etc.

Works Cited

Bull, Glen., Bull, Gina., and Kajder, Sara. Writing with Weblogs: Reinventing Student Journals. Learning & Leading with Technology,

Gage, Jenny. How to use an Interactive Whiteboard really Effectively in your Secondary Classroom. London: David Fulton Publishers, 2006

Hoffenberg, Helen, and Handler, Marianne. Digital Video goes to School. with Technology, 29:2(2001), 10-15.with Technology, 29:2(2001), 10-15.

Pedro, Hepp., Hinostroza, Enrique., Laval, Ernesto and Rehbein, Lucio. Technology in Schools: Education, ICT and the Knowledge Society.2004<http://siteresources.worldbank.org/EDUCATION/Resources/1099079877269/547664-1099079947580

Putland, Gary. Some Thoughts on – The 7 Current Trends in ICT and Education. Retrieved August 18, 2014. From <http://www.teachertechnologies.com/thoughts-on-the-7-current-trends-in-ict-and-education

Bull, Glen., Bull, Gina., and Kajder, Sara. Writing with Weblogs: Reinventing Student Learning & Leading with Technology, 31:1(2003), 32-35.

How to use an Interactive Whiteboard really Effectively in your Secondary 2006.

Hoffenberg, Helen, and Handler, Marianne. Digital Video goes to School. Learning & Leading

Pedro, Hepp., Hinostroza, Enrique., Laval, Ernesto and Rehbein, Lucio. Technology in Schools: 2004. Web. Retrieved August 18, 2014. From

<http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079947580/ICT_report_oct04a.pdf>

Current Trends in ICT and Education. 2010. Web. . From <http://www.teachertechnologies.com/2010/04/some-

education-gary-putland/>

THANK YOU!

Tweet me your questions @hschmid@hschmid

Hartfried [email protected]

THANK YOU!

Tweet me your questions hschmidhschmid

Hartfried [email protected]

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CREATIVE SCIENCE LESSONS USING INFORMATION AND ...research.utar.edu.my/SoSE2014/2.Potentials of using... · Trends and Technology Innovations in the ICT technology are moving at a