APEID and ICT in the Science Classroom Presentation during the Asia and the Pacific SeminarWorkshop

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APEID and ICT in the Science Classroom
Presentation during the Asia and the Pacific
Seminar-Workshop on Educational Technology, 2-9
September 2003, Japan

• By Lucille C. Gregorio
• Specialist in Science and Technology Education
• APEID
• UNESCO Asia and Pacific Regional Bureau for
  Education
• Bangkok

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APEID - Asia Pacific Programme of Educational
Innovation for Development

• 1972 Authorization by the General Conference
  of UNESCO
• The 17th Session of UNESCO's General
  Conference, held in Paris
• 1973 Official Inception and launching of the
  Programme

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Serving Over 30 Member States in Asia and the
Pacific
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Mission

• To contribute to sustainable human development

through the design and implementation of
education programmes and projects which stress
educational innovation for development.
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Objectives

• Innovative activities and co-operative action
  among the Member States in response to problems
  of development

Assistance to the Member States in their
national programmes which are developing
innovative, indigenous techniques
Promotion of inter-country transfer of
experiences and technical co-operation
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Network of networks
ACs

APNIEVE
ASP Net
APEID
UNEVOC
UNITWIN/ Chairs
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Characteristics

• Joint design, execution and evaluation of
  activities by the Member States
• Focus on educational innovation for
  socio-economic and human development
• Focus on education at post-primary level
• Mechanisms of functioning through ACs, JIPs,
  attachments

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Modalities

• Provision of technical assistance
• Organizing sub-regional and regional meetings on
  particular topics and themes of concern
• Providing intellectual input to educational
  concerns and issues through its annual
  International Conference on Education - The 9th
  UNESCO-APEID International Conference on
  Education, 4-7 November 2003, Shanghai, China)
• Managing the Mobile Training Team Programme
  funded by Japanese Funds-in-Trust
• Sustaining and servicing the networks

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Modalities (Contd)

• Liaising with Member States, national
  institutions, non-governmental organizations, and
  educators throughout the region on projects of
  mutual interest.
• Using technology to operate its networks, and to
  exchange and disseminate information, materials
  and publications related to educational
  innovation for development.

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Institutional Framework

• Associated Centres (ACs)
• National Coordination Mechanisms
• APEID as a Secretariat with Coordinator,
  programme specialists and resource team
• Regional Advisory and Monitoring Body

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Functions

• An integrated unit of UNESCO Asia Pacific
  Regional Bureau of Education, and the Bangkok
  Cluster (responsible for Laos, Myanmar and
  Thailand, and supporting country offices in Phnom
  Penh and Hanoi)
• As the secretariat and resource-base
• As a regional co-ordinator of UNESCO networks
  (UNITWIN, UNIVOC, ASP, APNIEVE)

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Programme Areas

• Secondary Education
• Technical-Vocational Education
• Higher Education
• Teacher Education and Training
• Science-Technology Education
• ICT in Educational Innovation
• Education for Culture of Peace
• Environment Education

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Cross-cutting Themes
Education

• The fight against poverty
• Contribution of new ICT in the construction of
  knowledge

Comm Info
Culture
Sciences
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Way Forward Re-focusing on
development-oriented innovations identification,
dissemination, and adaptation Harness potential
of ICT as lever for innovations Capacity
building through training of trainers Revitalizat
ion of associated center Partnership GOs-NGOs,
public-private, education-business Networking of
networks
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Harness potential of ICT as lever for innovations

• To add value to learning
• to allow the pupil to achieve something that
  could not be achieved without it
• should be used when appropriate to enhance
  learning
• to promote better knowledge and understanding,
  in this particular of science

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ICT adding value to learning

• ICT as a Tool
• Knowledge of its Properties
• Required operational skills
• Required application skills
• Understanding of its potential benefits

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ICT adding value to science learning

• To advocate the Four Pillars of STE
• Acquisition of scientific knowledge
• Use of scientific skills and methods
• Development of individual attributes, positive
  attitudes and perceptions
• Development of values and skills as responsible
  member of society

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ICT adding value to science learning

• Elements
• Improving those aspects that have bearing on
• QUALITY AND RELEVANCE OF STE
• as well as on PEOPLES QUALITY OF LIFE
• AND ENVIRONMENT as a whole
• The need for STE to be both AN INTELLECTUAL
  CHALLENGE FOR LEARNERS and also an OPPORTUNITY
  to relate science in society in a
• meaningful manner

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Challenge on Use of ICT for Greater Relevance to
the Learners

• 1. Teachers rethink their role as science
  teachers
• Q Are they scientists? Or educationists? Who
  educate students through science.
• 2. Change of Teaching Approach
• For classroom change to take place, the most
  important factor is the vision of science
  teaching by teachers themselves.

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Challenge on Use of ICT for Greater Relevance to
the Learners

• Curricula based on science fundamentals, not on
  grouping of science concepts for scientific
  convenience
• Teaching from a relevant societal context
• Teaching science concepts on a need-to-know
  basis
• Teaching with attention to scientific
  methods/processes
• Stressing educational goals intellectual,
  personal, societal and communication
• Utilization of appropriate teaching-learning tools

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Utilization of appropriate teaching-learning
tools in science classrooms

• Gathering Information internet browsers and
  CD-ROMS
• Practical work sensors, interfaces, datalogging
• Simulations virtual experiments and visual aids
  to simulate and explain phenomena
• Data handling spreadsheets and graphing
• Mathematical models exploring relationships,
  predicting, and testing theories
• Communication publishing, record-keeping, PP,
  web-page authoring

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Opportunities in Using ICT in science programmes

• Use data-handling software to analyse fieldwork
  data
• Use simulation software to model changes in
  populations of bacteria in different conditions
• Use sendors to record factors that affect
  photosynthesis
• Search a database for information about
  properties of materials
• Use the internet to find up-to-date information
  about environmental issues
• Use video or CD-ROM to study the solar system
• Use spreadsheets to record, analyze and evaluate
  information

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Issues raised when using ICT in science classrooms

• Purpose? - For scientific inquiry
• For more precise, more accurate, more reliable
  measurements
• To allow the collection of data that would be
  otherwise unobtainable, for instance because of
  the speed or the length of time needed
• To save time on measuring and recording so that
  more time can be spent on analysis and evaluation
• To help pupils to analyse or see patterns more
  clearly and link then to theory

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Issues raised when using ICT in science classrooms

• For ICT to provide access to information not
  otherwise readily available because it is
  abstract, dangerous or in a remote location
• To bring the outside world into the laboratory
• To aid understanding of hard-to-see experiments
  or industrial processes
• To help in the development of independent
  learning skills by requiring pupils to select,
  organize and interpret information
• To enable teachers or pupils to do things that
  could both otherwise have been done or to do them
  better? (to add value to learning)
• To help pupils to think through scientific ideas
  or applications

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Some useful tips in managing ICT in science
classrooms

• To name a responsible person for coordinating
  the use of ICT
• To have the ICT use as an agenda item in
  department meetings
• To include ICT use into schemes of work
• To be able to download information from Internet
  sites onto the school network
• To be able to loading CDs on to the school
  network
• To discuss problems and possible strategies to
  overcome them
• To sharing departmental expertise and experience
• To conduct in-house training e.g. on data
  logging, Excel, Power point
• To regularly raise ICT as an issue policy,
  frequency, discussion about lessons

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Some examples of ICT use in science classrooms

• Pupils taking digital photographs of science club
  activities and uploading them on to the science
  section of the school website
• Science teacher developing on-line learning
  resources
• Pupils producing lessons as part of data
  portfolios
• Using excel spreadsheets to analyse results
• Conduct complete science investigation using data
  logging
• Word processing to report investigations and
  research outputs
• Use of CD ROM for pupils to use during science
  lessons
• Search through Internet
• Power point presentations to share research
  outcomes and investigations
• Pupils participating in an online real time
  science quiz
• Use of revision sites in science lessons

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Examples of biology activities utilizing ICT

• Ecological fieldwork with sampling and
  identification of species
• Creation of virtual habitats linked to fact
  files and photographs in a web-based format
• Video filming and editing
• Local history research recorded in Power point
• Use of digital microscope for investigations
• Use of data logging to record temperature
  variations, etc.
• Creation of a spreadsheet linked to each locality
  showing the frequency of species
• Internet research about species found
• Virtual reality using a series of animation of
  living organisms

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ICTs frequently utilized in science classrooms

• Photography digital and traditional
• Audio
• Digital video, including sound, text, graphics
  and moving images
• Animations
• Power point presentations
• Web-based publishing

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What has ICT done for science teaching and
learning?

• Today, ICT is recognized to make a visible
  contribution to better science learning and
  teaching
• ICT has made and can make a difference to science
  education when used thoughtfully and
  reflectively.
• Reference Wellington, J. (Special editor)
  2003. School Science Review,ICT in Science
  Education.ASE,London

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Science Olympics Thai students pick up 4
medals In the computer category The Nation 24
Aug. 2003
Nattawut, who won a silver medal, said he liked
studying computers Because he loved to learn
about new technology and he could expand his
knowledge and skills in maths through the
computer.
Bronze medalist Pitchayut said he had been
running website about Health for four years to
help his parents both doctors
disseminate Information to the public. He said he
helped them answer questions Posed on websites.