Strategies to implement innovative ICT based approaches to teach Sciences at Secondary school level.
The guidelines aim at providing science secondary school teachers with the competences to make an effective use of ICT based science teaching learning objects.School Directors’ and Policy Makers’ Guidelines
1 Desirable Digital Competencies for Teaching Science
1.1 Desirable Digital Competencies for Teaching Science
As noted above, multiple competencies are required for effective use of digital tools in teaching. Typically the TPACK (Technological Pedagogical Content Knowledge) model [1] is used to describe these competencies:
Obviously teachers have to have content knowledge about the subject they are teaching. They also need to have the pedagogical knowledge how to impart their content knowledge.
Finally they have to have the technological skills to use digital tools to teach. These technological skills in turn consist of multiple layers. We have chosen to use the structure defined by the International Computer Driving License [2] where the basic level consists of understanding how to handle a computer, connect it to networks, peripheral devices etc, being able to use simple office software and access online resources with a web browser, considering Internet security. The intermediate level comprises simple programming, presentation software and the use of computers for teaching. The advanced level consists of more advanced use of the software introduced earlier.
Obviously teachers have to have content knowledge about the subject they are teaching. They also need to have the pedagogical knowledge how to impart their content knowledge.
Finally they have to have the technological skills to use digital tools to teach. These technological skills in turn consist of multiple layers. We have chosen to use the structure defined by the International Computer Driving License [2] where the basic level consists of understanding how to handle a computer, connect it to networks, peripheral devices etc, being able to use simple office software and access online resources with a web browser, considering Internet security. The intermediate level comprises simple programming, presentation software and the use of computers for teaching. The advanced level consists of more advanced use of the software introduced earlier.
Other Resources
- [1] Herring, M.C., Koehler, M.J. and Mishra, P. eds. 2016. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Routledge.
- [2] ECDL Foundation: 2019. http://ecdl.org/ Accessed: 2020-02-03.
