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
2 Integration of ICT in Science Teaching: Existing Gaps
This module provides guidelines for policy makers and school directors, based on the research findings on national policies. In the recent years there has been, at European level, an increase in the implementation of Information and Communication Technologies in Education, due to different strategies and policies implemented in several projects since the 80s. Developing scientific literacy and establishing a scientific awareness requires a new relation between teachers, learners and knowledge sources in order to find the most useful things for learning and the most effective ways ICT can help in this regard. The modern technology is considered a key role for continuing learning, since it ensures a fast access to every new knowledge around the world without spatial and temporal limits. Accordingly, ICT provides an increasing range of tools and a wide and varied set of contents which make this technology an important tool for people and societies to develop scientific and cultural abilities and be able to keep up with developed countries. However, in order to get the most advantages from ICT in developing the culture of citizens and increasing their abilities to produce scientific knowledge, educational institutions should observe the correct methodology of using ICT in learning processes through constructive learning strategies within social contexts to perform real tasks. It is necessary, in this context, to analyse, reflect on the current situation and produce guidelines pointing towards the improvement of teaching and learning with ICT. In particular, looking at the teaching of Sciences, where ICT tools can replace, in part, expensive laboratories.
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