Teaching and Learning Primary Science With ICT (Learning & by Paul Warwick

By Paul Warwick

Presents more than a few insights into scholars' studying correct to using info and communications know-how (ICT) in basic technology. This publication positive aspects particular examples of software program and use within the school room; and considers inventive makes use of of expertise for students engaged in technological know-how job within the basic and early years.

content material: entrance disguise; part name; identify; replica correct; Contents; record of members; Acknowledgements; bankruptcy 1 contemplating where of ICT in constructing stable perform in basic technological know-how; bankruptcy 2 The effect of ICT on basic technological know-how; bankruptcy three chances and practicalities making plans. educating and studying technological know-how with ICT; bankruptcy four Making technology inclusive: extencing the limits via ICT; bankruptcy five Elephants cannot leap: creativity, new expertise and thought exploration in fundamental technological know-how; bankruptcy 6 Do machine cats ever fairly die? desktops, modeling and real science
summary: offers a number of insights into students' studying correct to using info and communications expertise (ICT) in fundamental technology. This publication positive factors particular examples of software program and use within the lecture room; and considers artistic makes use of of know-how for scholars engaged in technological know-how task within the basic and early years

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Extra info for Teaching and Learning Primary Science With ICT (Learning & Teaching with ICT)

Sample text

Active learning is a crucial part of any lesson, but particularly in ICT and science. The pupils must interact with the computer in that they should not be passive recipients of the data or information on the screen. They must be in control of the computer, not the other way round. Additionally, it is critically important that the teacher should interact with the pupils and the computer. It is when the teacher intervenes by asking key questions that pupil learning is greatly extended. The questions asked need to be sufficiently focused to ensure that the pupil thinks carefully about the concepts being taught, but also sufficiently open-ended to ensure that considerably more than a simple yes/no answer is required.

Higginbotham (2003) describes 6- to 7-year-old children ‘playing’ with a temperature sensor and discovering that they could find out whether it was in hot or cold water by watching the screen – they were effectively interpreting graphical data. McFarlane and Sakellarious’ (2002) work presented supporting evidence of actual transferable learning take place. Ball (2003), however, argues that many primary teachers are not confident enough to use data loggers effectively in their science lessons. From my own experience of facilitating data-logging sessions with student teachers, I would add that many sensors are not sufficiently robust for use in the ‘normal’ classroom.

Might the accent distract learners? 12. Are interactions fairly frequent and meaningful? Do longer periods of working with this package render the interactions repetitive and menial? 13. Are the graphics pleasing? 14. Do the graphics distract the user in any way? 15. Are there directions and are they clear? 16. Is the lesson length satisfactory? 17. Does the pupil fully determine the pace of learning? 18. Is there inclusion of a book marking facility (where appropriate)? In the case of software designed specifically for primary science, developers should also ensure that courseware design addresses the aims of primary science.

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