Role of ICT in Science Education

Role of ICT in Science EducationWhat is the economic consumption of ICT in Nature of science and science teaching and information? To answer this question, we need to understand what modern IT systems (both hardw atomic number 18 and software) are good atCollecting and storing large amounts of dataPerforming complex calculations on stored dataRapidly marching large amount of data andDisplaying it in variety of ways helping to consecrate and communicate ideas.All these answers have direct relevance to the process of education and these help us to underwrite an of the essence(p) question of when to use ICT?Before we discuss how ICT proves the science education, we will see what activities involve in school science. The science calveicularly school science involves lot of functional activities. It includes observing, measuring, communicating, discussing, investigating, handling, watching, monitoring and recording the results. On the other hand science is equ all(prenominal)y a theoretical subject. It involves thinking, inferring and having god ideas, hypothesising, theorising, simulating and modelling. ICT tramp help as such(prenominal) in this aspect of science and in same way they do in practical aspect.In the mean time science teachers should use ICT along with their professional skills during lesson to maximise its potential. There are ranges of software tools available to science education such as Interactive White Board, Simulations, Data logging, Spreadsheets, sassys program processing, Virtual Learning Environment, Desktop Publication etc. Out of these, I will concentrate on Interactive exsanguinous board and how it enhances the science education.What is Interactive White Board?It is a large animal(prenominal) display panel that butt joint function as an ordinary white board, a projector screen, an electronic counterpart board or as a computer projector screen on which computer image can be controlled by touching or writing on the surfac e of the panel instead of utilise mouse or keyboard.Smith et al (2005) introduced the term Pedagogic interactivity within the use of synergistic white board. Jones and Tanner (2002) related this term to Interactive teaching where teachers use higher bon ton questioning skills that bewilder student active contri exactlyion towards discussion and their views are valued. Also the teachers used their opinion to test their sense against particular topic. Taber (2003) ready that teacher role is critical in structuring activity in ways that scrap and build upon pupils prior knowledge white integrating new scientific ideas.Introducing IWB, can make learners interactive with whole class teaching gives new opportunity for them to express their ideas. These are not only through verbally, but using graphical and other representations. It helps them to share their scientific ideas with whole class and get punt the teachers and peer feedback.Rogoff (1990) explained that the introduction o f IWB in school environment provides a dynamic and manipulate object of phrase reference which offers new forms of support for inter subjectivity. This is a form of socially shared cognition which facilitates explicitation and transposition of ideas and negotiation of new meanings in accordance with others perspectives.The use of IWB is not only develops the teaching styling. It also helps to enhance teacher efficiency. To make this happen, teachers should understand the potential contributions of ICT in teaching and learning. There are different types of learning involved in science. Underwood (1994) explained that the primary responsibility of the teacher is to encourage the cognitive development of the child, to learn the retention, understanding and active use of skills and knowledge.Lee (2006) and Winzenreid (2007) found that the effects brought to the classroom IWB can be end transformational or not change at all. All it depends upon how best the system is implemented and how it is used by the teachers to enhance the students learning.Mortime and Scott (2003) explained the teachers role who acts as mediation between the IWB and the students. The full understanding of technical interactivity is an integral part of this. In Science, interactive communication is vital between students and teachers to explore ideas together, drawing own hypothesis, discussing recent socio-scientific issues, merge scientific and informal ideas. The IWB contributes to the flow of interactive communication. Godwin and Sutherland (2004) described how teachers represented their individual constructed knowledge in order to develop student common understanding. gum olibanum the IWB plays a vital role in science education. only if how active the pupils are learning? The answer is how far the teachers understand and implement the technology successfully and scrupulous blending of technology and pedagogy.On the other hand Hargreaves et al (2003) found that the class with non- technology context elevated some issues. The issue such as higher lesson pace, collaboration and participation in discussion, assessing pupil knowledge, all these shown that the technology interactivity is highly helpful.Thus the teachers understand the features of IWB those associated with pace, motivation, involvement, participation and collaboration. (Becta 2003). only Moss Et al(2007) argued that this is not sufficient to develop students learning. But Hepper (2004) argued that the IWB provides teachers an opportunity to teach in their own professional way with a central focus of aboard, but with the excitement of media rich content. Thus it does not collide with existing pedagogy practice.Nieder Hauser and Stoddart (2001) and Olson (2000) found the choices of technology by teachers are based on their own conception of teaching and learning. Hennessey etal (2005), Kerr (1991) accepted the above argument that introducing new technology does not produce radical pedagogical chang e. Instead a slow evolutionary process where these new powerful tools interact slowly with existing particles. Roger and Finlayson (2004) demonstrated that whole class teaching with technology in science forced to use computer for demonstration with little manipulation by pupils.In Science the understanding of skills and concepts by students depend upon the facts and information provided by teachers. Clearly IWB provides number of ways of providing this knowledge.How much the students understanding of science is improved by using ICT?impact 2 Project (Harrison et al 2002) found that the use of ICAT has a measurable impact on the performance of students studying science in the petty(a) school. ICT is just the learning tool just it does not ensure learning. The most importance is application skills which improves students understanding. running(a) skills cannot be ignored, but teachers should make sure that this should not predominate over application skills. For the science teacher , an important aspect of application skill resides in the investment in task design, target setting and interposition strategies.An optimistic view is that school laboratories, like classrooms, will continue to be places where people meet and supervene upon ideas. Social interaction, discussion and hands-on activity are vital aspects of the educative process that are inadequately satisfied by the solitude of individual computer use. Computers should not be allowed to displace essential smart exchanges between people but should be used in ways that amplify and complement them. Thus it is important to identify and understand both the benefits and the disadvantages of individual ICT tools, so that judgements round fitness for purpose can be made at every stage of planning. The preparation of students for a task, the definition of task objectives and the record of teacher interventions all contribute to the quality of the outcomes. These factors need to be borne in mind as we fence the possible impact of some of the innovations.ICT is transforming all aspects of society its institutions, commerce, industry, home life and education. In education, there is a growing assumption that using computers is a good thing after all, the response of many students seems to be predominantly one of high motivation. There is, however, a certain risk that the educational rationale for ICT becomes overshadowed by the glamour and progress of the hardware and software technology. Undoubtedly, technological developments will continue to invite thinking about new opportunities for teaching and learning, but it is very much easier to engage with the new technology than to seek a deep understanding of its implications for education. It is important, therefore, that pedagogy and technology are equal partners in the development process. In particular, innovations should not be driven by technology for its own sake. As guardians of pedagogy, teachers have a significant role in shaping the use of ICT for learning. The future success of ICT in science rests on the quality of intellection given to its use, with a clear focus on learning outcomes.