Teaching Secondary Science with ICT

Teaching Secondary Science with ICT

Teaching Secondary Science with ICT

Teaching Secondary Science with ICT

Synopsis

This book takes a practical approach to improving secondary science education with the use of Information and Communication Technology (ICT), while considering the broader educational issues that inform and underpin the approach. The material is presented from a teacher's perspective, and explores issues such as the selection of resources; lesson planning; the impact of ICT on classroom organization; and how ICT affects assessment.

With topics ranging from using the Internet in school science to handling and interpreting data, Teaching Secondary Science with ICT is invaluable in helping teachers to make the most effective use of the ICT 'tools' available to them.

This practical book is essential reading for anyone involved in science education, including trainee teachers, practising science teachers, and their tutors and mentors. It is particularly useful to support a school science department's internal professional development programme.

Excerpt

It would be unusual now in science to encounter students who do not use ICT in their school or leisure time, and equally unusual to encounter science teachers who do not incorporate ICT in some way into their teaching. However, this was not always the case. In the early days, it took a while for the dazzling ICT presentation effects to diminish in impact so that we could begin to think about using ICT as an integral part of making our teaching more effective, instead of just more visually interesting. But at this stage came the realization that in order to use ICT effectively, we had to begin to understand teaching and learning in greater depth. Developing science teaching with ICT is not, as Laurence Rogers reminds us in his chapter, simply about reversioning traditional science teaching, but ‘invite[s] thinking about new opportunities for teaching and learning’. We see this type of thinking emerging in three major ways.

First is the place of science in a world that is rapidly becoming shaped by ICT use in both leisure and the workplace. Formal curriculum documents, such as the National Curriculum in the UK, recognize that science has a particular and significant relationship with technology, and one that affects the individual and society. The National Curriculum for science (p. 102) states:

Through science, pupils understand how major scientific ideas contrib
ute to technological change – impacting on industry, business and

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