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
1.3 Appropriate Tools for Teaching Science Using Digital Tools
The important part in selecting a digital teaching tool is the pedagogical dimension. Merely replacing a previous analog method (say, OH slides) with a digital version (presentation software) does not in itself there will be any pedagogical changes, and therefore not necessarily any changed learning outcomes. Thus, the tools to be used should allow a mode of learning that would otherwise be difficult to achieve, for example:
- Interactive animations and visualisations of processes or objects;
- self-directed studies by pupils;
- support for students with reading/writing disabilities.
We can further divide the types of tools as:
- Tools used by the teacher only. These are for example animations, demonstrations, and such.
- Tools that are shared by the class, and used under teacher supervision, e g Smartboards used in turns by pupils and teachers, or video conferencing software to communicate with people elsewhere.
- Tools used independently by the pupils. This may be the use of search engines, word processors, or interactive simulations, modelling software, or programming environments.
Tools that are used mostly unsupervised have the problem that while they are useful for learning, they are also a cause for distraction, or to be precise, the devices the tools run on—computers and mobile phones—run all kinds of other software that can be distracting even if the tool itself is not. Avoiding these distractions requires a level of self-discipline that pupils do not necessarily have, so may require closer supervision by the teacher.
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