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Integrating ICT in preservice science education: First steps

Vaille Dawson
School of Education, Edith Cowan University
There is an expectation that graduate science teachers will be able to use effectively a range of ICT (information and communications technologies) related resources in the science classroom, in order to enhance student learning. Like literacy, the development of ICT skills is the responsibility of all teachers. All school systems are in the process of providing teachers with laptop computers and there is an expectation that teachers will use them. This report outlines a range of initiatives designed to integrate ICT in SCE4277, a compulsory unit for science majors enrolled in the Graduate Diploma in Secondary Education. A guiding principle for the integration of ICT was to develop a safe learning environment where students could 'experiment' with the use of ICT in science and subsequently enhance their skills, confidence and pedagogical content knowledge.

In addition to an understanding of appropriate strategies and resources for using ICT in secondary science, the ICT related outcomes focussed on enhanced confidence, a positive attitude and a willingness to take risks and be creative when using ICT. Modelling, collaborative activities and authentic assessment were the primary methods of achieving these outcomes. An evaluation of the unit suggests that students' knowledge, skills and attitudes towards ICT were enhanced.

Please cite as: Dawson, V. (2003). Integrating ICT in preservice science education: First steps. In Partners in Learning. Proceedings of the 12th Annual Teaching Learning Forum, 11-12 February 2003. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2003/abstracts/dawson-abs.html

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Last revision: 13 Jan 2003. This URL: http://lsn.curtin.edu.au/tlf/tlf2003/abstracts/dawson-abs.html