By Toby Hopkins

 Secondary Education  Science  Human Biology/Biology  Genetics

 What is ICT?  Application of ICT’s in the science classroom  Journal article  Website  Podcast  Video  Strengths/Issues  Conclusion

 Information and Communication Technologies  Allows external communication and information in the classroom  Radio  Tv  Computer  Cell phones  Etc.

 A framework for teachers’ integration of ICT into their classroom practice (Donnelly, McGarr, & O’Reilly, 2011)  Decline in students undertaking science  Simulation technology on the rise  Independent  Teacher positions  Integrating ICT into classroom  Framework

““Educational change is dependent on what teachers do and think” (Fullan; as cited in Donnelly, McGarr, & O’Reilly, 2011)

 Comprehensive research and referencing  Framework  Low running cost  Individual  Self-pace  Time

 Ireland study  Less students undertaking science  Barriers  Teacher positions

 Genetic Science and Learning Centre  Provide educational materials and programs to be used world-wide    Educational material on biological science, in particular on genetics  Used by Teachers, students and public  Meet US education standard  Learn.Genetics website is one of the most widespread education sites in the world Genetic Science Learning Center (2011)

 Designed for non-research audiences  Jargon-free  Target multiple learning styles  Convey concepts through animation and interactivity  Up to date  Free and easy

 US education standard  Copyright  Computer access

 Lab Out Loud Radio Program  Episode 49 “Science We Can Listen To”  Audio in classroom  Songs, interview snippets and podcasts into lesson plan Bartel & Basler (2010)

 Current science teachers  Multiple Science Background  Specific content (“Science Friday” )  Blog  Fun (music)  Dramatise Science Bartel & Basler (2010)

 Specific content  Outdated  Only one sense used = not very flexible  Credibility

 Encourages ICT in the classroom  Eg:  Teacher presentations  Practical experiment guide  Simulations  Pre-prepared lessons  Student assessment  Combine old methods (physical material) with new methods (ICT (simulations)) (LJCreate, 2010)

 Straight to the point  Visual examples  Easy to digest  Brief length  Engaging

 Not expanded or explained ideas  Does not cover issues of ICT  No dialogue

 There are good ICT’s and applications available for educational purposes and many are free  Educational websites are great tools for in classroom and out of the classroom work  ICT’s are facilitators like teachers  Learning through different senses  Fun and different for students  Strengths out weigh issues

 Bartel, B. (Presenter) & Basler, D. (Presenter). (2010, 20 th September). Science we can listen to. Lab Out Loud [Podcast radio program]. Wisconsin: National Science Teachers Association. Retrieved from px px  Donnelly, D., McGarr, O., & O’Reilly, J. (2011) A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 47 (2), doi: /j.compedu

 Genetic Science Learning Center (2011). University of Utah. [website]. Retrieved 4 th of September 2011 from  LJCreate (Creator). (2010, January 22 nd ). Using ICT in Science Lessons [Video recording]. Retrieved 5 th of September 2011 from qww qww