Teaching Essays – Electronic ICT Learning

sources, and electronic library networks on both local and international levels. There are specific word processing packages designed for studying scientific disciplines that offer customized plans for preparing science materials. Additionally, data processing programs, spreadsheets, databases are used to record scientific data, process it, analyze results along with their implications. More advanced applications involve simulation software that allows the exploration of scientific principles and conducting experiments virtually within simulated environments.While certain experiments may be impractical to carry out under normal circumstances, they can be simulated on computers to demonstrate their implications and aid students in comprehending them. CAD programs can be utilized to showcase the impact of walking on surfaces found on different planets, as well as the varying magnitudes of gravity experienced on Mars, Pluto, our Moon, and other celestial bodies. By employing animated computer images based on real situations in these simulated locations, children can develop a better understanding of these effects.

When it comes to science education, incorporating ICT tools offers numerous advantages compared to traditional methods that rely on chalkboards or pen and paper. There are several benefits discussed below. The use of ICT applications in primary education enhances data collection by enabling sensitive investigations that can measure parameters such as temperature, light intensity, pressure levels, acidity levels, among others. This enhances both the effectiveness and accuracy of data collection.

Traditional tools like thermometers, pressure gauges, and pH meters necessitate manual reading which can vary depending on the child's skills and approach thereby impacting the quality of collected data. On the other hand, ICT-based instruments have liberated children from laborious and repetitive tasks associated with manual readings allowing them to focus more on

analyzing data.The integration of ICT (Information and Communication Technology) in education has greatly expanded students' access to global information sources. This is made possible through mediums such as the Internet, intranets, and e-libraries, allowing students to access resources from libraries worldwide without leaving their classrooms. Moreover, simulation software used in science learning has been shown to enhance students' skills, with girls achieving similar levels as boys.

However, the successful implementation of ICT in the classroom requires teachers to possess an equivalent level of understanding and mediation for computer-based activities as they do for non-computer activities. While ICT expedites processes and improves instructional time by substituting board work with computer presentations, it also brings disadvantages and challenges.

Some teachers question its effectiveness in promoting learning during science lessons due to a lack of clear principles regarding its inclusion in teaching practices. Additionally, certain teachers may lack training or have limited time to plan for effective usage of ICT. Furthermore, there are instructors who feel uncertain about the efficacy of specific hardware and software employed in the process or may even feel threatened by new sources of information within the classroom.According to Yerrick & Hoving (1999), teachers' implementation of ICT can vary due to school and teacher practices, despite having similar knowledge on the subject. Hogarth et al.(2006) found that difficulties in planning arise when centrally located networked computers need to be booked beforehand for instructional purposes due to limited availability of computers, hardware, and technical support. It is crucial to control the content of CD-ROMs and websites used for science research in order to maintain standards. The presence of unauthorized materials in CDs and online can negatively impact

performance and the quality of primary science education. Furthermore, the use of ICT by students can create learning disparities in heterogeneous classes where learners with different speeds are grouped together. Therefore, timing and consideration of ICT programs in science education are important factors that should be taken into account. Despite potential drawbacks, the benefits of using ICT outweigh any identified issues in primary science instruction. Proper planning and coordination can effectively address these concerns. Rather than debating whether or not to implement ICT programs, it is important to focus on determining the appropriate level of exposure to theory and understanding scientific process skills before introducing ICT applications. This decision should be made case-by-case while considering areas of concern.Certain basic process skills, such as data encoding, internet browsing, and CD-ROM access, do not require much expertise. However, there are certain skills that necessitate prior theoretical knowledge before using ICT applications. One example is graphing; it is crucial for students to learn how to create and analyze graphs effectively. In some cases, teachers may find it more effective to tap into their creativity and flexibility.

Typically, students first learn about fundamental physico-chemical properties like temperature, pressure, pH levels etc., and what they entail before learning how to measure these properties using traditional or ICT methods. At this stage, outdated conventional methods are replaced by ICT tools. Some instructors choose alternative approaches like simulation software or data logging programs to pique students' curiosity before delving into the underlying concepts. This approach can be used in various subjects such as magnetism and the Earth.

As long as instructors maintain proper regulation, they have the freedom to use their own teaching styles

in order to achieve desired learning outcomes. In today's Information Age, our exposure to ICT in everyday life is undeniable. We come across ICT software in television sets, microwaves, heaters and streetlights without considering our prior knowledge of its underlying theories. The truth is that anyone can learn anything if they have the motivation to do so.The text discusses the importance of satisfying basic needs and enabling children to use Information and Communication Technology (ICT) for further learning. The references provided include articles from Becta, Her Majesty's Chief Inspector of Schools, and a study on the impact of ICT on learning science at Key Stage 3. These articles focus on student motivation in cyber engineering and the challenges faced by science teachers when integrating technology into their teaching, specifically discussing pupil empowerment in learning science and obstacles encountered by engineering enterprises as observed through the experiences of science instructors. The first article is found in the Journal of Research in Science Teaching (Vol.37, No.5, pp.459-479), authored by Yerrick, R. and Hoving, T., while the second article can be found in the Journal of Science Education and Technology (Vol.8, No.4, pp.291-307) with the same authors