I thought I was seeing and using ICT used as per the standards. It was being used to engage, inform and allow for more interactive lessons. Interactive in the way that students could easily manipulate simulacrums of objects (Atoms) in a way that developed understanding.
But the VELs standards do not frame ICT use in this way. There are 3 statements that are made:
- ICT provides a rich and flexible learner-centred environment in which students can experiment and take risks when developing new understanding.
- ICT supports knowledge-building among teams and enables team members to collaborate, inquire, interact and integrate prior knowledge with new understanding.
- Through the selection and application of appropriate equipment, techniques and procedures, students learn to process data and information to create solutions to problems and information products that demonstrate their knowledge and understandings of the concepts, issues, relationships and processes related to all areas of learning.
Looking at statement 1 I think I see the issue with how I have been using and have seen ICT used in the science classroom. It has been rich and flexible and does allow students to take some risks, for instance trying different combinations of protons and neutrons in an atom building game. However it has all been class focussed, with students performing in front of the class or able to not be involved (not interacting). How can I guarantee that all students are taking risks?
I guess it's a constant problem for teachers. How to organise classes so that students learn what is expected, and maintain appropriate behaviour while also having lessons student focused. Using ICT in science classes can give some good flexibility, and provide students with a chance to more deeply explore ideas in a personal space.
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