Teaching Science With ICT

8/2/2019 Teaching Science With ICT

1/15

Teaching Science With ICT

Andy Moore and Dom Toner


2/15

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


3/15

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


4/15

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


5/15

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


6/15


7/15

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


8/15

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


9/15

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


10/15

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


11/15

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)


12/15

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


13/15

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


14/15

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


15/15

MooreToner

Productions

Documents

Teaching Science With ICT