Otrel-Cass, K., Cowie, B., & Khoo, E. (2011). Augmenting primary teaching and learning science through ICT. Wellington: Teaching and Learning Research Initiative.
Permanent Research Commons link: http://hdl.handle.net/10289/7191
This study explored how information communication technologies (ICTs) in primary classrooms can enhance the teaching and learning of science. By building on teachers’ and students’ prior knowledge and experience with ICTs, we investigated how ICT use can structure activities to offer enhanced opportunities for active participation in science. The project generated examples of how ICTs can support subject-relevant ways of exploring and communicating science, and evaluating what has been learnt. The major implications from the key finding, found in the Summary report are that; ICTs amplify science learning if teachers unpack the scientific ideas to identify specific pedagogical strategies that exploit the opportunities of each ICT. Visually recorded data present instant, immediate and context-rich information that teachers and students can use as a repository for evaluation, analysis and communication. For ICT-supported activities to meet the needs of diverse learners, students and teachers need “sandpit” time to develop competencies to participate in various tasks. Teachers who use ICTs require support tailored to the specific pedagogical, content and technology needs of the topic they are teaching.
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