Teaching Science With ICT• Andy Moore and Dom Toner • Students growing with high expectation of ICT usage in schools • Schools have a responsibility to take this on board .Where are We Now • ICT entwined with modern day life. training implications. • Must look at learning gains in relation to cost. impact on time.Where are We Now • Must be careful about availability outside of school. social effect of full adoption of ICT . Where are We Now • 1981 – “One computer for every school” • 2004 – “One computer for every 10. and design of activities . training.0 pupils” • 2010 – “One computer for every 4.9 pupils” • Hardware not everything – Effective implementation needs investment in planning. confidence.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. possibly due to a lack of: – Time. training. experience. resources. reliable equipment . timetabled slots. – However only 11% used ICT for more than 3hrs per year • Use of ICT is not as great as it should be. . cost becomes more affordable to schools .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. 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 . Light. Heat • Real life photosynthesis experiments are time consuming temperamental and often unsuccessful. O2. • NOT A REPLACEMENT FOR REAL LIFE EXPERIMENT .Examples – Photosynthesis • DfES Website Photosynthesis activity • Simulation of greenhouse (in conjunction with real life context for engagement) • Change parameters: CO2. • Many pupils enjoy presenting information .Examples – Solar System • Making PowerPoint presentations on planets using internet. • Links to NC How Science Works section regarding collaboration and communication. • Suggest websites using hyperlinks from a word document for accurate information. how to improve experiment) . • Enhances opportunity for discussion (e.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.g. – Reduces need for students to record data. • It is easier to record data and save it using computers than by hand. light intensity sensors. plot scales and draw graphs – HOWEVER: Gets work done quicker. 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 . pH etc. producing a cleaner output. – Light gates.Data Logging Equipment • Huge range of Data Logging equipment now available. thermometers. 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 .