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USE OF ICT IN SCIENCE

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Introduction

According to DfEE (1998:3) cited in Abbott (2001): The government is fully committed to ensuring that all schools and teachers are in a position to deploy new information and communication technologies (ICT) to raise educational standards to enhance learning and to prepare young people with the ICT skills they will need in society and at work in the twenty-first century.p32 There is no doubt that information and communication technology (from here on will be ICT) plays and important part in children's primary education and is high on the governments agenda. This due to the fact that ICT is fast changing the way subjects are being taught across the primary curriculum. One subject in focus is science. science is mostly concerned with asking questions and doing things to find the answers. ICT on the other hand involve a way of learning that accommodates old knowledge as well as learning new skills. Both combined together can make a significant difference to children's scientific learning as well as learning new ICT skills. In addition it also allows children to experience phenomena in science that would have deemed impossible otherwise, such as the metamorphous of a caterpillars, or close-up scenes of the planets and their surface texture. In order to learn and understand the concepts behind using ICT in primary science,this assignment will look in detail at the ICT used in primary schools and whether it has the potential to enhance a science activity on habitats. (DfEE, 1999, p78) ...read more.

Middle

William and Easingwood(2003,p81) in addition, data-loggers ensure that all children are taught important science facts , because previously some would miss out important science learning, as they would be appointed by the teacher to take readings every few minutes, now data-loggers can do that instead. The rapid change of ICT is not just the talk of teacher and trainees but the talks of many others, as Byrne and Sharp (2002) highlight: In a world of expanding technology there is undoubtedly pressure to 'keep up' and there is an expectation from many of the stake holders in education - for example, parents, governors, LEAs and children - that ICT should be incorporated into all lessons including science(p2) Although there is much demand placed upon ICT, it should be noted that when looking at the ways in which ICT can be used to enhance a science teaching, it is wise to consider ICT in not just about computer skills, but how it can be implemented into a science activity to further enhance, what must be good science in the first place. The ICT programmes of study cited in Williams and Easingwood(2003,p6)Williams and Easingwood(2007,p18)Roden et al(2007,p26) Elston(2007,p19) clearly states that the use of ICT must provide a value added component - it must add something to the lesson that would simply be impossible otherwise. Therefore, it is up to the educators to think of valuable activities involving both ICT and Science, which would not only be engaging but also effective. ...read more.

Conclusion

With this forever changing technology and teaching methods, it is up to the trainees or teachers to employ new strategies to enhance science lessons with the integration of ICT. This is to say that if the science activity can be delivered effectively and the learning objective achieved without the need for ICT then ICT should never replace the opportunity for children to investigate for themselves. Byrne and Sharp (2002, p5) REFERENCE Cleaves, A. and Toplis, R. (2008) [online] Pre-service science teachers and ICT Communities of Practice? Research in science &Technological Education, volume 26, number 2, July 2008, pp.203-213 Routledge available [online]: http://auto92225.library.ingentaconnect.com.shibboleth.bradfordcollege.ac.uk:2048/search/article?title=ICT+in+science+teaching&title_type=tka&year_from=1998&year_to=2009&database=1&pageSize=20&index=3 Deaney, R. and Hennessy, S. (2007) Sustainability, evoalution and dissemination of information and communication technology-supported classroom practice. Research Papers in Education. Volume 22, number 1, March 2007, pp.65-94(30). Routledge Bentley. and Watts, M. (1994) primary science and technology. Buckingham: open University. Harlen, W. (2006) ASE Guide to Primary Science Education.herts: the association for science education Ward, H., roden, J., Hewlett, C. & Foreman, J. (2005) Teaching Science in the primary classroom: A Practical Guide. London: Paul Chapman Johnston, J. (2005) early exploration in science (2nd edition) Berkshire: Open University Press Byrne, J. and Sharp, J. (2002) Using ICT in primary Science Teaching. Exeter: learning matters Ltd William and easingwood (2003) ICT and Primary Science. London: routledge/falmer Elston, C. (2007) Using ICT in the Primary School. London: Paul Chapman Walker, D. (1998) Education in the Digital Age. London: the Bowerdean Publishing Company Ltd ?? ?? ?? ?? 1 | Page ...read more.

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