There are three interconnecting purposes for using ICT in science education – to support students to:
- work as scientists
- work with scientists
- work with one another to co-construct scientific knowledge and understanding.
From: Digital technologies and future oriented science education: A discussion document
To support students with posing inquiry questions, use:
To support students with initiating and experimenting, use:
At Newmarket School, science has been a focus of professional development. Students talk about their process for understanding how electricity works. They explain the different technologies they used to support their learning.
To support students with accessing or publishing data online, collating, and interpreting data and information, useful digital tools include:
In addition, digital photos can be used not just to record activities but also to provide visual evidence for new concepts, and help to bridge ideas with new vocabulary.
There are a great variety of citizen science projects where anyone of any age or ability can contribute to scientific data collection, usually with a digital device. The studies are often part of real-world scientific research, so cover a huge range of subjects. You could take part in a garden survey of birds in your local neighbourhood. Or contribute to a global project, looking at the environment, with The GLOBE Program , solving molecular puzzles for Fold It , or classifying images from the Hubble Space Telescope in Galaxy Zoo . Many of these projects have developed complementary resources and tools to help support teachers and students, and make it easier to integrate contributing to a citizen science project into learning plans.
The following suggestions are designed to communicate scientific findings but are also useful for assessment purposes.
When sharing, students can:
Students from Newmarket School explain how they used iPads to video their electrical circuits and show how they worked.
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Author: NZCER researchers