ICT in Science

ICT in Science

Learning with the technology means focusing on how the technology can be the means to learning ends across the curriculum. It includes presentation, demonstration, curriculum specific applications, simulations, tutorials, visualizations and graphical representations of abstract concepts. This is what we call ICT - Information and communication in technologies.

In this semester, I am taking SSI 3013 (ICT in Science) which helps me to learn many things like blogging (creating an e-portfolio), data logging, the use of interactive whiteboard (IWB) and also apply the internet based application (email, Skype, Google doc and scribd). From what I have learned, ICT is very important to science students because it helps a lot. For instance is in preparing experiment plans, reports and questionnaire by using word processor like Microsoft Word and Microsoft Excel. Besides that, the students can use database and program to organize, store and analysis the survey result, whereas spreadsheet program is for storing and analyzing record kept in a table.

        Other than that, science requires us to visualize something rather than reading only on a text for better understanding. By using ICT, we can draw graphs and create mathematical models to test our ideas by using spreadsheet program or data logging. Otherwise, we also can use a graphic program to create a diagram to see if our ideas will work or not.  One of the advantages of using ICT is students are able to do several experiments and observations directly in activities involving field work or in long duration. In addition, more learning time spent for students to engage in activities such as analyzing, synthesizing or exploring results of experiments on the relevant concept compared to traditional learning. This usage of technology also provides students for more accurate data.

        However, will ICT replace the teacher? The answer is a resounding NO. In fact, with the introduction of ICT in the classroom, the teacher’s role in the learning process becomes even more critical. What can and should change is the kind of role that the teacher plays. The role of students, in turn, also expands. And since ICT can open up the classroom to the outside world, the community can also play a new role in the classroom. As learning shifts from the “teacher-centered model” to a “learner-centered model”, the teacher becomes less the sole voice of authority and more the facilitator, mentor and coach which is from “sage on stage” to “guide on the side”. The teacher’s primary task becomes to teach the students how to ask questions and pose problems, formulate hypotheses, locate information and then critically assess the information found in relation to the problems posed. And since ICT enhanced learning is a new experience even for the teachers, the teachers become co-learners and discover new things along with their students. Thus, we as a science teacher-to-be must be familiar with using ICT applications, apply the use of ICT in the classroom and recognize the potential of ICT for supporting and enhancing learning in the classroom. So, we will be well-prepared as well.