This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. <ICT in Science> is authored by Aftab Gujral, St. Martin’s College (based on material from Becta and the NC). Accessed from http://www.ase.org.uk/sci-tutors/ date created: August 2005.

This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. <ICT in Science> is authored by Aftab Gujral, St. Martin’s College (based on material from Becta and the NC). Accessed from http://www.ase.org.uk/sci-tutors/ date created: August 2005.

Key Functions of ICT

• Speed and automatic functions of ICT

• Capacity and range of ICT

• Provisional nature of information when using ICT

• Interactive nature of ICT (Explore models and simulations, communicate, search, present)

This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. <ICT in Science> is authored by Aftab Gujral, St. Martin’s College (based on material from Becta and the NC). Accessed from http://www.ase.org.uk/sci-tutors/ date created: August 2005.

Why Science Teachers use ICT

• Statutory demands of the NC

• Benefits/ added value such as:

• motivation, excitement, and pleasure.• raising self-esteem and perseverance• neat and accurate work• extend and enhance learning using

simulations, databases, datalogging and spreadsheets

This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. <ICT in Science> is authored by Aftab Gujral, St. Martin’s College (based on material from Becta and the NC). Accessed from http://www.ase.org.uk/sci-tutors/ date created: August 2005.

Managing ICT in Science

• Using ICT to support science learning objectives

• Organising the use of ICT resources

• Planning for different levels of science and ICT capability

• Supporting pupils’ development of ICT capability

• Planning for assessment of science work where ICT has been used

This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. <ICT in Science> is authored by Aftab Gujral, St. Martin’s College (based on material from Becta and the NC). Accessed from http://www.ase.org.uk/sci-tutors/ date created: August 2005.

Use of ICT in Science

• Research, report writing and presentations

• Internet for communications• Interactive software• Datalogging • Handling data• Modelling• Simulations

This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it stands or whether adapted in any way. <ICT in Science> is authored by Aftab Gujral, St. Martin’s College (based on material from Becta and the NC). Accessed from http://www.ase.org.uk/sci-tutors/ date created: August 2005.

Integrating ICT

• The most effective way of ensuring ICT is used by all is by writing it into the schemes of work.

• It is best to use a limited number of packages and applications.

• Look for opportunities for using ICT when planning.

• Select activities you know will work.