Teaching Science With ICT

Andy Moore and Dom Toner

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

Where are We Now

Must be careful about availability outside of school.

Must look at learning gains in relation to cost, impact on time, training implications, social effect of full adoption of ICT

Where are We Now

1981 One computer for every school 2004 One computer for every 10.0 pupils 2010 One computer for every 4.9 pupils Hardware not everything Effective implementation needs investment in planning, training, and design of activities

Position of ICT In Science

Increased over last decade but still concerns over depth of 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 due to a lack of:
Time, confidence, resources, experience, training, timetabled slots, reliable equipment

Why should you use ICT in science lessons

Vision DfES view to be a world leader in use of ICT in teaching and learning Entitlement DfES skills strategy says it is a third entitlement along literacy and numeracy Affordability Power and speed increase, cost becomes more affordable to schools

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

Examples Photosynthesis
DfES Website Photosynthesis activity Simulation of greenhouse (in conjunction with real life context for engagement) Change parameters: CO2, O2, Light, Heat

Real life photosynthesis experiments are time consuming temperamental and often unsuccessful.
NOT A REPLACEMENT FOR REAL LIFE EXPERIMENT

Examples Solar System

Making PowerPoint presentations on planets using internet. Suggest websites using hyperlinks from a word document for accurate information. Links to NC How Science Works section regarding collaboration and communication. Many pupils enjoy presenting information

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 to improve experiment)

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 identified more 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

Developing Professional Practice

New Opportunities Fund (NOF) designed to provide ICT training 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 off the internet and whether they are relevant

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

MooreToner Productions