Schools

March 2010

The 21st century

teacher: science
Using technology to enhance
science teaching
 The 21st century teacher: science 02

This publication offers insight into how

technology can be used by teachers of
science, highlighting opportunities to
extend subject pedagogy and ICT skills.
Other publications in the series offer the
opportunity to see how technology is
used in other subjects and the cross-
fertilisation of ideas and practice.
 The 21st century teacher: science 03

Using technology to
enhance science teaching

As technology becomes a greater part of everyday life, it is

only natural that it becomes a central and essential part of
21st century learning. Learners already engage extensively
with technology and they expect it to be used in school.

How do teachers benefit from 1. Enhance teaching and 3. Improve assessment and
the integration of technology learning by: reporting by:
into all aspects of their role and • u
 sing a range of technologies • r ecording learner achievement
enhance the learning to cater for different and attainment electronically,
experience of young people? learning styles tracking pupil progress and
21st century teachers of science • u
 sing technology to enable using this information in
use technology for numerous learners to collaborate with assessment for learning
activities in a similar way to the peers and with partner • c ommunicating with parents
teaching of other subjects. They schools. electronically through email
embed technology throughout and the school learning
the curriculum, ensuring that 2. Improve administration
and planning: platform.
the technology supports the
learning and teaching of the • for learning and teaching. The above are just a few
subject. For instance, by using the examples and are not meant to
technology to re-use and be a comprehensive list. The
Like all teachers they will following pages give some
employ technology to: adapt documents
practical advice on how teachers
• b
 y using technology to share of science (primary and
information and enhance their secondary) use technology.
personal knowledge of
science, as well as develop
their understanding of
professional issues around
the subject.
 The 21st century teacher: science 04

Learning
and teaching
The 21st century teacher of science uses technology to
enhance student understanding of abstract concepts
and ideas. Case
StudY

Visualising difficult concepts Science teachers promote

Science teachers use animations effective practice in the use of
to help students visualise the interactive whiteboards, by
relationship between sounds designing suitable and engaging Visualising sounds with
and particles. learning opportunities for animation in the secondary
students. The Secondary classroom
The 21st century science teacher National Strategy has a DVD,
creates appropriate learning Students at Foxford School
which shows how to make best
experiences, which allow and Community Arts College
use of resources for
students to demonstrate their used Flash animations to
whiteboards. Becta has case
understanding of abstract visualise the relationship
study information on using
concepts. Teachers TV shows between sounds and
whiteboards in the primary
how three teachers are using ICT particles.
science classroom.
to help enhance the teaching of Their teacher used Google to
particles and their behaviour and Interactive whiteboard software
find animations of vibrating
the combustion process. can also be used to support
particles. The first link that
hard-to-teach chemistry topics.
Google returned was
The Becta website has a case
Wonderville, a site from the
study involving secondary
science Alberta Foundation.
students in learning about the
The site offered an animation
behaviour of particles, Using
of a cartoon professor and a
SMART Notebook to understand
cat. It demonstrated how
chemical reactions.
sound begins. For instance, a
vibrating bell moved particles
in the air that bumped into
one another. The animation
also explored the hearing
range of animals as well as
how humans hear sound. A
second animation, from the
iknowthat.com website,
helped students discover why
different sounds are made.

continued overleaf
 The 21st century teacher: science 05

Case Case
StudY StudY

Collecting data
Teachers of science use
datalogging to record and
Students worked at their own interpret data in practical work. Using mobile devices and
pace to complete the tasks Teachers TV has details on using GPS with primary pupils
provided by the animations. humidity sensors, a candle and a Pupils at Stow Heath Junior
The activity was successful. jar, to explore the combustion School used mobile
Students completed their end process with secondary educational digital assistants
of unit test and almost students. Teachers of science in (EDAs) on a field trip.
everyone got full marks for primary schools use datalogging,
Prior to their field trip their
the sound waves section. particularly for recording and
teacher showed them a 3D
Read more about this case interpreting data in practical
landscape Ordnance Survey
study on the Becta website. work. In one Year 4 class, data
map. They determined how
loggers, digital video cameras
far above sea level they
and interactive whiteboard
would be on their field trip.
software helped students find
They also explored what the
the best way to insulate a cup of
different symbols on the map
tea. Teachers TV has details on
meant. This gave them an
this and other examples.
understanding of what to
The use of new technologies expect on their trip. On the
further extends data collection to day, they used the GPS facility
allow for learning outside, on their EDAs to track their
through the use of handheld location. They used the
devices. Teachers TV has an device’s digital camera to
example of using portable take images of swans and
devices on a field trip. Also, ducklings that they observed.
using GPS hardware can provide They also used the recording
rich data that can be mapped facility on their EDAs to
using Google earth. interview one another and
The Participate site has keep audio records of their
examples of how users of mobile observations.
devices can contribute data to Back in the classroom, they
projects on a range of issues, were able to refer back to
including the local environment. these devices to consolidate
what they had learned.
Watch the video of pupils on
the Next Generation
Learning website.
 The 21st century teacher: science 06

Conducting experiments Science teachers value Science teachers keep

Simulations are an ideal tool for technology as an enabler for themselves up-to-date via the
learners to experiment with deepening cultural internet and digital media about
phenomena that may be too understanding through the kind of materials with which
dangerous or too expensive to collaboration between schools their pupils are engaging. They
experience in school. from diverse settings, such as look for opportunities to make
Simulations can also be used as video-conferencing. The Global connections with the science
introductory or follow-up work to Gateway site has a case study programmes of study, providing
practical science, providing ideas showing how students at stimulating resources to enliven
for experimental design or Ravensbourne School used their teaching. When planning,
consolidating understanding. this technology to study they use a selection of websites
Becta’s ICT in primary science: a aerodynamics and friction to obtain lesson ideas in order to
pupil’s entitlement has with students from a school build on their existing teaching
information on using in South Africa. activities. Becta’s web pages,
simulations. Bringing science to 21st century teachers provide How to use ICT for lesson
life with ICT offers case studies learners with access to authentic planning has further
on using simulations in the materials and resources, for information on this.
secondary classroom. The example, Darwin’s Origins of the Science teachers also use
National Strategies site has Species, NASA transmissions networks, such as those
information on using simulations from the space shuttle or provided by the Science Learning
to study photosynthesis. archives of the moon landings. Centres and TES, to keep in
Teachers who make the most of They enable learners to contact with colleagues in order
technology appreciate the range communicate with real scientists to share good practice and
of ICT encountered by learners in and ask them questions to help exchange ideas.
their daily life. They use with project work. The 21st century teacher uses
technology to communicate Administration and planning technology to provide access to
ideas and knowledge through 21st century teachers of science high quality learning materials
blogs, and allow learners to use technology to document for all students at any time, by
collaborate through podcasting. their planning. By reusing and posting modules of work on the
Using iPods in the science adapting these documents they school learning platform. They
classroom has a case study and save time, which can be used in recognise the usefulness of the
guidance from Becta. In another the classroom for learning. learning platform in allowing
example, on the Learning Place collaboration between different
site games software and wikis groups of learners and plan
combine to help students accordingly. The National
understand forces within the Strategies site has a case study
context of rollercoasters. in using learning platforms for
cross-phase collaboration.
 The 21st century teacher: science 07

Assessment and reporting Teachers are aware of issues

The 21st century teacher of related to e-safety and plan
science tracks pupil attainment appropriate learning
through the use of electronic experiences, so that technology
systems, which are used as a is used in ways that respect the
basis for informing planning, views of individual learners and
student target setting and protect them from inappropriate
reporting student progress to criticism or abuse. Becta has
parents. Teachers TV has a case guidance on this for primary
study on using technology to teachers and secondary
record and communicate pupil teachers.
progress, particularly in science.
Modern teachers contribute to
the school learning platform,
linking useful resources that
learners might use at home,
while also using the platform as
a tool to develop assessment
opportunities. Teachers TV has a
case study on using learning
platforms across the curriculum
in a secondary school.
Science teachers communicate
with parents about their
children’s progress via electronic
means. Parental engagement
using online reporting in
secondary schools offers
guidance and case studies on
this. Parental engagement using
online reporting in primary
schools, offers case studies and
guidance for primary teachers.
 The 21st century teacher: science 08

Are you a 21st century

teacher of science?

About you

es
Consider what you do towards developing your range

ly

etim

ll
ular

at a
of professional teaching skills with technology.

Som
Reg

Not
Do you use technology to access and share information and enhance your personal
knowledge of science and understanding of professional issues around the subject
including the use of ICT to enhance teaching and learning?

Do you use technology to access information and concepts using the authentic voices
of the scientific community?

Do you use ICT to record, manipulate and present scientific data?

Do you use ICT to model scientific processes, enabling learners to investigate the
model by changing variables?

Do you support your learners to record and share audio and video to aid
understanding and for assessment of knowledge and understanding, for example,
recording each stage of a science experiment?

Do you audit the range of resources, software and hardware used in the teaching
of science and identify gaps in provision?

Do you extend learning by providing science resources on the school learning platform
or website?

Encourage learners to be critical readers and evaluators of information and

ensure that they recognise bias and issues of accuracy?
 The 21st century teacher: science 09

Discover
more online

For further help and ideas on how to turn your checklist

into actions, try reviewing some of these resources.

Association for Science Education offers support Societies: Institute of Physics (IoP) and Royal
for the teaching of science, e.g. UPD8 and Primary Society of Chemistry (RSC) provides a wide range
UPD8 provides short and easy to use classroom of resources for teachers and students, and
activities based on up to the minute science in the support for CPD. British Science Association
news and popular culture. promotes access and engagement with science,
including nationally recognised CREST award
National Initiatives: The National Strategies schemes.
Secondary Framework for science is designed to
increase pupils’ access to excellent teaching and STEMNET aims to increase young people’s choice
learning. Triple Science Support Programme and chances through science, technology,
provides support and advice for GCSEs in biology, engineering, and mathematics.
chemistry and physics.
Science Enhancement Program (SEP) provides
Science Learning Centres provide high quality support for science teachers at all stages of their
CPD for those involved in the teaching of science. career.

Primary science: Primary Science Quality Mark PlanetScience Free and fun science resources for
(PSQM) is an award scheme to develop and children, young people, teachers and parents.
celebrate the quality of science teaching and
learning in primary schools. Ictopus (ICT online
primary user support) a free support service for
primary education. BBC Schools – primary
science videos, animations and games to support
primary science. Birmingham Grid for Learning –
Primary Science Web-links to support the
teaching of science at primary level.
 The 21st century teacher: science 010

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