2nd entry
ICT v.s. Pedagogy
ICT, which stands for information and communications technology. Due to the evolution of web 2.0, most teachers have introduced ICT in their classroom and hopefully their students would share their thoughts and exchange academic ideas with their peers by using blogger, wikispace or any other online tools. Other than that, teachers also provide opportunity for students to access internet to collect data and information for their specific subject. In order to introduce ICT to the classroom and helping students to possess this new technology, teachers have to lead them step by step and give a brief description of their perspective on how and what could their students do when using internet. By giving the depiction, it could reduce the chance of misleading to some sexual or violent webpage that are harmful to young children. On top of that, the benefit for teachers introduce ICT to their students is helping them to lay on their foundation base and hopefully via ICT could help them to get used to the new technology and gaining knowledge with the specific technique that request by their jobs in the future. The list below is the example which shows the most successful pedagogical practices in science from the selected countries:
Examples of most-satisfying pedagogical practices in science from countries participating in the international option.
Using ICT in teaching and learning about the digestive system. Students had to study diseases in the digestive system. They searched a variety of resources and did a survey among people in the community. They presented their finding via a website and produced a leaflet using PowerPoint. Science, Thailand |
“Look into the past from the school laboratory” was an integrated project that combined history, chemistry and literature. Students used digital video cameras as well as the internet to collect data. As a result the motivation (interest) to study these subjects has increased. Science, Moscow, Russian Federation |
With the use of “Crocodile” software it is possible to demonstrate chemical reactions using various substances which are not used during lessons or which are not available. We aim at solidifying the pupil’s knowledge about chemical ware and tools, metals and non-metals, changes in chemical reaction, etc. Science, Lithuania |
A research project on climate change was carried out as a synthesis of the themes concerning atmosphere, hydrosphere, and the planet Earth. Students were organized in cooperative working groups to search and use internet data. Word processing and multimedia have been used. Science, Catalonia, Spain |
Sex education project in science. Students searched for information on the internet about the consequences of sexual intercourse [and] made graphs with Excel about the probability of getting venereal diseases in genetics. Science, Italy |
The learners were asked to do research from the library or an internet café about the population of the country. The response was overwhelming. Learners did the research although some did not have money to use the internet café. Science, South Africa |
We participated in an environmental project “Baltic week”, which linked 7 countries around the Baltic sea. We used spreadsheets to gather and process data. Science, Estonia |
Project work in science on diseases. The pupils used the internet to gather information, used PowerPoint for presentation, and word processing and digital photos for their written presentation. Science, Norway |
Simulation software was used to show the diurnal motion of the sun and the stars on the screen in the class. It was more effective than showing still images. Science, Japan |
Students prepared a project on a chosen topic (e.g., weather, air, a well-known physicist), they used internet to search for information and a text editor for writing the project. Science, Slovenia |
Nancy Law, Willem J. Pelgrum, Tjeerd Plomp(2006), Pedagogy and ICT Use in Schools Around the World, Pg 228
No comments:
Post a Comment