ICT Challenge

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ICT Challenge

• RETOOLING AND RESOURCING

Scince Congress Preparations
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Previously
ARCHIEVED
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Learning opportunities

• Exploring the possibilities
• offered by ICT in
• preparation for science
• congress projects

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Presentation Outline

• -Conceptual
• -Practicum
• -Evidence
• -Reflective

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Harness potential of ICT as lever for innovations

• -to add value to learning.
• -to allow the pupil to achieve
• something that could not be
• achieved without it.
• -should be used when
• appropriate to enhance
  learning.
• -to promote better
  knowledge
• and understanding, in
  this
• particular of
  science.

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ICT adding value to learning

• ICT as a Tool
• -Knowledge of its Properties
• -Required operational skills
• - Required application skills
• -Understanding of its
• potential benefits

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ICT adding value to science learning

• To advocate the Four Pillars of STE
• ??Acquisition of scientific knowledge
• ??Use of scientific skills and
• methods
• ??Development of individual
• attributes, positive attitudes
• and perceptions
• ??Development of values and
• skills as responsible
• member of society

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ICT adding value to science learning

• Elements
• ??Improving those aspects that have bearing
  
• on QUALITY AND RELEVANCE OF STE
• as well as on PEOPLES QUALITY OF
• LIFE AND ENVIRONMENT as a whole
• ??The need for STE to be both AN
• INTELLECTUAL CHALLENGE FOR
• LEARNERS and also an
  
• OPPORTUNITY to relate science
  in
• society in a meaningful manner

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Practicum

• What is integration
• The research/project process/cycle
• Integrating ICT
• Experiential perspectives
• Reflections

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What is integration

• Collaborative aspects
• Inter/multidisciplinary
• Complimentary

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The research/project process/cycle

• What is the research/project
• What is the process/cycle

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The research/project

• Design cycle

DESIGN DATA COLLECTION, PROCESSION AND
PRESENTATION CONCLUSSION AND EVALUATION
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Integrating ICT

• Background information
• Data Collection
• Data Organization
• Data processing and presentation
• Report Writing
• Presentation
• Collaboration

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Background information

• Searching Information
• Search engines
• AltaVista
• Ecite
• Lycros
• Google
• Yahoo
• Deja News
• Liszts
• Simulations
• Modeling

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Data Collection

• Data loggers
• Sensors
• Videos and Digital cameras

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Data Organization

• Database
• Spreadsheets
• Data entry
• Modeling

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Data processing and presentation

• Analyzing the data
• Averages
• Max-Min
• Distribution
• Graphing
• Equation-Relationships
• Gradient
• Intercept
• Trends

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Report Writing

• Editing
• Format layout
• Table
• Contents
• Figures
• Tables
• Page numbering
• Index

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Presentation

• PowerPoint
• Handouts
• Video/Pictures
• Animations
• Online
• Wikis
• Blogs
• Web

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Collaborations

• Email
• Discussion Forums
• Chat

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Empirical Evidence Benefits to teachers

• ICT allows teachers to engage and motivate pupils
  to a greater degree (Betts, 2003)
• The internet increases access to authentic data
  (Osborne and Hennessy, 2003)
• Simulations enable teachers to show experiments
  that would not otherwise be possible (McFarlane
  and Sakellariou, 2002)
• Data logging and digital video recording allow
  access to new sources of data in a wider range of
  experimental settings (Newton, 2000)
• ICT provides quicker and more accurate data
  collection, saving lesson time and giving better
  quality results
• (Osborne and Hennessy, 2003)

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Empirical Evidence Benefits for pupils

• The mechanical aspects of practical work are
  reduced, allowing pupils to concentrate on
  interpreting and analyzing data (McFarlane and
  Sakellariou, 2002)
• Visual modes of presentation aid understanding
  of concepts and
• processes (Trindade et al., 2002)
• Instant feedback enables pupils to refine
  experiments and hypotheses (La Velle et al.,
  2003)
• ICT can provide a greater capacity for
  project-based learning dealing with topics
  relevant to pupils interests (Mistler-Jackson
  and Songer, 2000)
• There are more opportunities for independent,
  self-directed learning (La Velle et al., 2003)

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Empirical Evidence Benefits for pupils

• School networks and the internet can provide
  access to learning resources outside of school
  hours (Lewis, 2003)
• Electronic communication enables pupils to
  become part of a community of learners
  (McFarlane and Sakellariou, 2002)
• ICT provides opportunities for collaboration
  with peers and professional scientists
  (Mistler-Jackson and
  Songer, 2000)

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Reflections

• ICT should be used only when appropriate to
  lesson objectives (Betts,2003)
• Pupils need autonomy to explore and test their
  ideas (La Velle et al., 2003)
• Teachers should encourage discussion and
  interaction between pupils (Newton, 2000)
• Teachers should ensure that pupils have the
  necessary information
• literacy and analytical skills (Osborne and
  Hennessy, 2003)
• Time saved through ICT needs to be used
  effectively (Newton, 2000)
• Training should be provided in a range of
  different ICT applications, with time
• for teachers to develop confidence by exploring
  them independently
• (Osborne and Hennessy, 2003)
• Laboratory design must allow ICT to be
  integrated safely and easily into practical work
  (Brown and Harper, 2003)
• Reliability and the provision of technical
  support are crucial (Osborne and Hennessy, 2003).
• Our Reflections

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PRESENTER

• Gioko Anthony
• Aga Khan Academy, Mombasa
• Professional Development Centre
• Program Coordinator
• Facilitator Physics and Technology
• Mail gioko_at_akam.ac.ke
• Blog http//anthonygioko.blogsp
  ot.com
• Cell 254722721656