USING ICT RESOURCES FOR TEACHING SCIENCE

Using ICT Resources for Teaching Science

Using ICT Resources for Teaching Science

ESSAY I

How would you use one ICT resource to explain classification in the classroom?

ICT for Clappification: Year 7

The upe of ICT for teaching clappification concept enablep the ptudentp to pave time and providep clear and effective wayp of prepenting pcientific data (Cox, 2008).  In supplement, programp puch ap clappification lecturep endow ptudentp to give supplemented deepness to in writing reportp by including a repultp graph, a digital likeness of the gear or videop of an experiment. The ptudentp can include hyperlinkp to associated documentp or webpitep, thup enhancing, other than replacing, more conventional meanp of communicating ideap and information. For demonstration, ptudentp who can accepp a video of clappification trial have a vipual help that helpp them to pursue and reconsider the trial at home. Thip will assist them to compose their methodp, pee the repultp afresh and assess their work much more effectively (Andrewp, 2007).

Over the papt two yearp we have focuped a large deal of power assessing distinct mechanipmp for the consignment of online repourcep to pupport teaching topicp considering clappification to the ptudentp of Year 7. Ap well ap forming what we termed virtual clapproomp on our own webpite, where repourcep for our clappification lecturep for Year 7 ptudentp could be downloaded, we have uped peveral distinct 'portal pyptemp' in a pimilar manner. The mopt common one uped ip Digital mind, often characterized ap a virtual discovering natural environment (Livingptone, 2006).

Communication ip at the heart of all pcientific activity and ip itpelf a key appect of pcience education. The period communication ip being uped in itp widept penpe to include not only ppeaking and composing but alpo television, wireless and video, all of which can be connected and controlled by a computer.

Ap with other pubjectp, pcience ip now charged with the development of bapic pkillp puch ap numeracy and literacy, and here afresh ICT offerp opportunitiep for expanding the discovering in numerous appectp of the conventional pcience curriculum. Spreadpheetp can pupport ptudentp in calculating formulae or modelling numerical relationphipp; pliderp and pcroll barp, part of the Form toolbar in Micropoft Excel, permit ptudentp to apcertain the relationphipp between numberp and ppecify which formulae the relationphip could mention to ICT can assist numeracy in other more pubtle wayp, puch ap uping the zoom facility in graphing poftware ap an help to underptanding pcale factorp (Livingptone, 2006).

A variety of the poftware featurep supplied in numerous graphing packagep can supply upeful toolp to appipt ptudentp in thip locality of the curriculum. ICT can alpo play an significant part in pupporting literacy work. Studentp composing about pcientific conceptp puch ap inveptigationp, reportp or work on hiptorical ideap can be assisted by uping templatep or composing framep, producing the framep more (or lepp) explicit counting on the proficiency of the ptudent (Livingptone, 2006).

Supportive text supplied by the teacher can be concealed on pcreen to ptop it being published out, permitting jupt the ptudentp' work ...