ICT can be a powerful tool when used appropriately to aid the delivery of science lessons and as a...
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![Page 1: ICT can be a powerful tool when used appropriately to aid the delivery of science lessons and as a tool for students. As ICT capability increases, so should.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e265503460f94b153df/html5/thumbnails/1.jpg)
ICT can be a powerful tool when used appropriately to aid the delivery of science lessons and as a tool for students. As ICT capability increases, so should its application in science.
![Page 2: ICT can be a powerful tool when used appropriately to aid the delivery of science lessons and as a tool for students. As ICT capability increases, so should.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e265503460f94b153df/html5/thumbnails/2.jpg)
to develop a wider range of strategies for embedding ICT in pedagogy
to identify appropriate application of students’ ICT capability (particularly in Scientific Enquiry)
to consider how ICT can add value to the teaching and learning of science
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improve and extend use of ICT in teaching and learning
seek opportunities to use ICT
identify when the use of ICT is appropriate
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Embedding ICT
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![Page 6: ICT can be a powerful tool when used appropriately to aid the delivery of science lessons and as a tool for students. As ICT capability increases, so should.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e265503460f94b153df/html5/thumbnails/6.jpg)
Using dataloggers usefully
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Why use dataloggers?
Important to reflect the current world of science. Industrial and research science relies heavily on ICT-controlled equipment and new measuring techniques.
Impressive achievements, such as the sequencing of the human genome, would not have been possible without ICT-controlled analytical tools.
Students need to appreciate that this is the direction of science in the 21st century.
![Page 8: ICT can be a powerful tool when used appropriately to aid the delivery of science lessons and as a tool for students. As ICT capability increases, so should.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e265503460f94b153df/html5/thumbnails/8.jpg)
As events happen, results are instantly displayed on the screen, prompting discussion.
Software provides a range of aids for analysing and getting information from data.
Data can be stored for later use. It is easy to repeat an investigation.
![Page 9: ICT can be a powerful tool when used appropriately to aid the delivery of science lessons and as a tool for students. As ICT capability increases, so should.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649e265503460f94b153df/html5/thumbnails/9.jpg)
Students can capture data involving very fast or very slow changes accurately
Electronic measuring equipment removes the tedium of manual measuring and recording and frees up time for discussion of the underlying science.
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Enhance individual learning -
In individual or paired applications, pupils need clear directions before they start, otherwise too much time could be spent trouble-shooting.
Structured tasks and activities should focus on the scientific ideas underpinning the model, not the ICT skills needed to manage the software.
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Enhance whole class learning -
Use a large screen or data projector so that the whole class can see.
Students: – ask questions, predict and hypothesise observe,
measure and record, and manipulate variables; – interpret results and evaluate scientific evidence
present and communicate their findings in a variety of ways.
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What might the learner of the future look like?
Learners shaping their own learning
Networked and collaborative learners
Changing conceptions of teacher/learner
Expectations of agency and feedback
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How do we get there?
Learners as co-designers
Innovative applications of technology to support learning
New sites and spaces of learning
Shifts to our curriculum and assessment systems
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Pupils should be taught to make observations and measurements in a precise and systematic way
They should be helped to present their findings concisely and accurately in a variety of ways including drawings, diagrams, graphs and charts.
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They should have some opportunities to carry out the whole process of investigating an idea and to make decisions about what to do.
Experiments with sensors provide opportunities
for pupils to ask “What if ...?” questions.
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Match old technologies with new:
Thermometer v Temperature probe
Ticker timer v Motion probe
Stop watch v Light gates
Newton balance v Force probe
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Kent Year 7 class Classroom Video design Using Spreadsheets Useful Case studies Interactive whiteboards - NASA Science by email
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Class Blogs
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Class Blogs
post class-related information such as calendars, events, homework assignments and other pertinent class information.
post assignments based on news articles and have students respond on their own weblogs, creating a portfolio of their work.
provide online readings for students to read and react to.
gather and organise Internet resources for a specific course, providing links to appropriate sites post photos and comment on class activities. .
publish examples of good student work done in class.
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information about topics they are studying in class, and readings to inspire learning.
make use of the commenting feature to have students evaluate experiments to develop language skills.
post tasks to carry out project-based learning tasks with other students across year groups.
link your class with another class somewhere else in the world
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Moodle
Creating a Blog site