1 / 21

ICT and Science Education

ICT and Science Education. QTS Standards: Q: 17 Know how to use skills in ICT to support their teaching and wider professional activities Q: 25 (a) use a range of teaching strategies and resources including e-learning. History: UK National Grid for Learning (Massive investment in late 1990s).

uma-ashley
Télécharger la présentation

ICT and Science Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ICT and Science Education QTS Standards: Q: 17 Know how to use skills in ICT to support their teaching and wider professional activities Q: 25 (a) use a range of teaching strategies and resources including e-learning

  2. History: UK National Grid for Learning(Massive investment in late 1990s) • Schools infrastructure - £700m • Library and community infrastructure and content - £200m • ICT Learning Centres - £400m • Training for teachers and librarians - £250m • Content digitisation for the NGfL and libraries - £50m OVER £2.3 BILLION IN TOTAL UP TO 2004 and £350+m for ‘digital content’

  3. Is continuing investment worthwhile? Building Schools of the Future (in its first year (2005-6)) - £2.2 billion spent (not all on ICT) yet … What evidence is there to support continuing use of ICT?

  4. Impact 2 (2002-2004)– Any answers? • 75% primary pupils, 90+% secondary pupils have a computer at home • Use in school subjects – never or hardly ever • 5 from 13 subjects show a small positive correlation between ICT use and added value of attainment • Use at home seems to correlate to improved attainment in school • There is no consistent relation between the average amount of ICT reported for any subject at a given key stage and its apparent effectiveness in raising standards.

  5. Impact 3 Becta’s Landscape review 2007 – Still no answers? • the evidence on attainment is somewhat inconsistent, although it does appear that, in some contexts, with some pupils, in some disciplines, attainment has been enhanced. • It therefore seems likely that the type of involvement is all-important.

  6. Where do you think that ICT can be used most effectively in science teaching? • Having a Smartboard for every lab • Having specific computer labs • Having a laptop trolley for the science dept. • Having a class set of iPads or iPods • Having the pupils bring in their Smartphones Vote now at www.easyvote.co.uk/vote (the poll name is ICT)

  7. Pedagogy for using ICT effectively in science includes: • ensuring that use is appropriate and ‘adds value’ to learning activities  • structuring activity while offering pupils some responsibility, choice and opportunities for active participation • prompting pupils to think about underlying concepts and relationships; creating time for discussion and reflection • focusing research tasks and developing skills for finding and critically analysing information • exploiting the potential of whole class interactive teaching and encouraging pupils to share ideas and findings. From Science Education and the Role Of ICT: Promise, Problems and Future Directions (Osborne & Hennessy, 2003)

  8. Using IT in prior Word - processing or research on a topic e.g. desk - top publishing CD - ROM, WWW in presenting an ( i ) ASK investigation or QUESTIONS writing up PREDICT AND HYPOTHESISE Word - processing in planning ( iii ) INTERPRET ( ii ) OBSERVE, THEIR RESULTS MEASURE AND AND EVALUATE MANIPULATE SCIENTIFIC VARIABLES EVIDENCE Organising , presenting - and recording results Data logging WWW e.g. spreadsheets, data analysis software, - databases Role of ICT in Science (McFarlane and Sakellariou, 2002) HOW SCIENCE WORKS

  9. See Chapter 9. “The Role of ICT” in How Science Works edited by Rob Toplis.

  10. The potential roles of ICT in education ICT for Data logging • Flash loggers and probeware • iPad and iPhone accelerometers • Roger Frost’s overview and ideas site • http://rogerfrost.com/

  11. The potential roles of ICT in education ICT for Simulations • Very popular with science teachers • Atomscope • Multimedia Science School • Boardworks • What are the “affordances” (what kind of simulation affords what kind of learning) ?

  12. The potential roles of ICT in education • chalk Sites with simulations • http://phet.colorado.edu/ • http://www.echalk.co.uk/ • http://www.furryelephant.com/ • http://www.acoustics.salford.ac.uk/schools/index1.htm • http://www.explorelearning.com/ • http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/

  13. Simulations are based on models “A model is a simplified representation of a system, which concentrates attention on specific aspects of the system.” Ingham and Gilbert (1991) • Are they all they are made out to be? • See this interview from the Interactive Education Project (Sutherland et al, 2005)

  14. The potential roles of ICT in education Data from the Interactive Education Project: Science Teacher B Interviewer: So that in both your projects as it turned out … because you planned it in the second one but you didn’t plan it in the first one … there were some discussions around the fact that the students’ understanding of the topic was actually in conflict with what was being represented in the simulation. B. I think that getting students to check incorrect science is actually a good way of helping them learn the correct way. It’s something that I haven’t used an awful lot and I think it’s something I could develop. They have to be critical. They’re being more active and proactive in their learning, rather then just reacting to what they’re seeing in front of them and automatically grabbing it off the web because it looks pretty. They’re being critical. And teaching critical thinking has got to be a good way forward.

  15. The potential roles of ICT in education ICT for Creating: e.g. making your own animations and videos • See the animations from the e-scapes project on the wiki • See Bioethics Live! On www.beep.ac.uk for guidance • See http://www.slowmation.com/

  16. The potential roles of ICT in education ICT for Communicating and Sharing • SmartBoard resources • http://exchange.smarttech.com/search.html?subject=Science • Is it really an Interactive White Board? See http://dialogueiwb.educ.cam.ac.uk/ • Use for whole class teaching (voting systems) • http://www.easyvote.co.uk

  17. The potential roles of ICT in education Communicating and Sharing • Online discussion between lessons • See http://www.beep.ac.uk • Try making podcasts or VoiceThread http://voicethread.com/

  18. The potential roles of ICT in education Communicating and Sharing • Wikis • Googledocs etc

  19. The potential roles of ICT in education ICT Magic Wikia useful Wiki that links to ICT resources on the web eg http://www.videojug.com/ http://www.storybricks.com/ http://studyjams.scholastic.com/

  20. The potential roles of ICT in education Other useful ICT web resources http://www.polleverywhere.com/ http://www.youtube.com/user/minutephysics Look out for http://www.imvoto.com/ an assessment tool using mobile phones

  21. The potential roles of ICT in education Communicating and Sharing • Teacher trainee Skyping from school science lab to university tutor • Online whiteboard to look at ideas together http://www.twiddla.com/

More Related