VELS statement:

“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.”

My two teaching methods are Psychology and Biology which fall under the Science banner and are subjects that lend well to the use of ICT. Before my placement in Secondary schools I was one of those technology sceptics who saw technology as being a distraction or hindrance to learning and something that was damaging the fabric of our society (Very dramatic I know!). I am astonished at how quickly my view changed once seeing ICT in action within the school setting and particularly once I began using it myself. An indicator of how unskilled with technology I was can be illustrated through a story about my first few times of using powerpoint to present some psychology material to the Year 11 class. When opening the powerpoint presentation I didn’t know how to work the projector or how to display my powerpoint in full screen mode and I had to ask the students to assist me. The students thought my incompetence was hilarious as was evidenced by their sniggers and giggles. My embarrassment coupled with my observation of how much students enjoyed the powerpoint presentation spurred me on to observe the use of technology in other classes, particularly biology. In these classes I saw the students using spreadsheets and graphs to analyse data; groups using powerpoint presentations to demonstrate their understanding of a learning outcome; Other students using computers to record their data and Teachers using YouTube to explain concepts and contextualise material. Needless to say I began to see some possibilities and my outlook became more positive. These observations clearly support the VELS statement above with students using computers/notebooks to process data, solve problems and create products that demonstrate their knowledge and understanding..

The VELS Science domain has its own recommendations about the use of ICT:

“Within and beyond the classroom, the Information and Communications Technology (ICT) dimensions of Visualising thinking, Creating and Communicating are integral to effective study in Science. The ICT domain provides opportunities for the development of rich and effective learning environments in which new ways of thinking, accessing, processing and presenting data and information and developing understandings in Science are possible.

ICT facilitates visual thinking through the use of tools such as simulation software and graphic organisers. These can assist in interpreting and explaining scientific observations. For example, simulations can be created of population dynamics, which allow data to be extrapolated and predictions to be made of the effect of changes in an ecosystem.

Data can be captured using data loggers and projects can be managed using softwares such as spreadsheets and word processing which allow the recording, sequencing and monitoring of tasks. Project management tools also assist in organising personal learning goals.

Spreadsheets, image editing, multimedia and web authoring software are examples of ICT which can assist students in the interpretation, explanation and presentation of scientific findings. Familiarity with appropriate designs of information products and protocols for communicating and collaborating with peers and scientific colleagues is essential for students to work effectively and respectfully in a global environment. ICT supports collaborative learning in ways not previously thought possible.”

It’s clear from my observations that teachers and students are inspired by ICT and are employing the recommendations mentioned in the excerpt above. One I haven’t seen in action at either of my placement schools has been the use of social media to communicate and collaborate with peers, this relates to the statement above with the use of this technology expressed as being necessary for communicating and collaborating with peers/scientific colleagues effectively and respectfully in a global environment. Reading some of my Peers blogs it’s apparent that they have seen Facebook used as a means of class collaboration and communication and my peers are singing its’ praises in terms of student engagement, ease of communication and as a platform for presenting scientific findings. In recent days my Biology class have utilised Edmodo in a similar way and although I feel like a child learning to walk I can see the value in its use and am taking the steps necessary to become expert enough to use it for my future classes. To have a platform where I can contact students outside of school hours, communicate ideas back and forth and direct students to resources in a form that they find engaging on a day to day basis I predict will be an invaluable resource for both me and my students. It’s clear from my encounters with technology so far that my vision for its possible uses is expanding rapidly; check in soon to see where I am with it all! ☺