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ICT Integration into Teaching and Learning using Data

Collection Tools (Secondary)

Session 1 26 Feb 2008 @ CHIJ St. Theresa’s Convent

educational technology division

Username: 7023teach01

Password: stc01

Domain: S-zone

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VIDEO

How can ICT make a difference to teaching and learning?

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Today’s Students

E xperientialP articipatoryI mage DrivenC onnected

Leonard Sweet (2000)

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Baseline ICT Standards for Pupils

All pupils are to acquire the necessary ICT skills to support them in learning and preparing them for future needs

ICT: Information and Communication Technology (previously known as IT)

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Overview

• Based on learning outcomes defined in subject syllabuses

• 4 key stages– Primary (key stage 1) P1 to P3

(key stage 2) P4 to P6

– Secondary (key stage 3) Sec 1 to Sec 2

(key stage 4) Sec 3 to Pre-U

Baseline ICT Standards for Pupils

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Generic ICT Skills

• Basic Operations

• Learning with Searches

• Learning with Text

• Learning with Multimedia

• Learning with Spreadsheet

• Learning with Communication Tools

• Learning with Data collection Tools

• Cyberwellness

Baseline ICT Standards for Pupils

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What do you expect to learn from this workshop?

[In your pairs, enter your expectations into the Wiki: http://datacollectiontools.wetpaint.com]

Your Expectations

ICT Integration into Teaching and Learning using Data Collection Tools (Secondary)

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At the end of the 2 sessions, participants will be able to:

design lesson activities enhanced by data collection tools

Objective

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Session 1 What are data collection tools? Experiencing the use of data collection tools

in lessons Value-add in using data collection tools

Session 2 Lesson planning and creation of resources Sharing of lesson plans & resources

Overview

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• What types of data do you want your pupils to collect?

• How do your pupils collect the data?

• How do your pupils use the data?

Data

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Data Collection

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Reflection

What are the benefits of using these data collection tools in teaching and learning ?

What are some scientific experimental skills that you would like your students to develop and hone through using

these tools?

What are the areas of concern when using these tools in lessons? How can they be overcome?

Suggest other ways where these tools can be incorporated into your lessons (e.g. topics, activities)

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Have a Break 20 min

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Activity 1A – Investigating the rates of photosynthesis and respiration in plants

Learning outcomes: Compare the rates of photosynthesis and respiration

in plants.

Lesson description In this activity, a datalogger is used to investigate the

rates of photosynthesis and respiration in leaves under the dark and light conditions by analysing, interpreting and comparing the graphs of Oxygen and Carbon Dioxide levels over time.

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Activity 1A – Investigating the rates of photosynthesis and respiration in plants

Key Question(s):

• How do the rates of photosynthesis & respiration vary under dark & light conditions?

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Activity 1B – Investigating the effect of particle size on the rate of reaction

Learning outcomes: Describe the effect of particle size on the rate of

reaction

Lesson description In this activity, dataloggers are used to investigate the

effect of particle size on the rate of reaction. Analyse and interpret the graphs.

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Activity 1B – Investigating the effect of particle size on the rate of reaction

Key Question(s):• How does particle size affect the rate of

chemical reaction?

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Activity 2A – Identify the application of moment of a force

Learning outcomes: Describe the application of forces in levers Identify the application of moment of a force in

everyday life

Lesson description In this activity, use digital camera to capture images

of different types of levers and classify them into 3 different classes. Upload the photographs into online sharing tool, ‘Flickr’.

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Activity 2A – Identify the application of moment of a force

Key Question(s):• Where can we find levers in everyday life?• What are the factors affecting the moment of

force?

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Activity 2B – Classification of matter

Learning outcomes: Use data on the properties of different materials to

make evaluative judgments about their uses.

Lesson description In this activity, use digital camera to capture images

of common daily objects and evaluate the choice of materials used. Upload the photographs into online sharing tool, ‘Flickr’.

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Activity 2B – Classification of matter

Key Question(s):• What are the properties of the material that

make it suitable for its use?

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Activity 3 – Identifying good and bad practical skills Learning outcomes:

Identify good and poor science practical skills and habits and common mistakes in laboratory

Suggest how the science practical skills can be improved

Lesson description In this activity, use digital video to capture what

constitute good science practical skills and identify the common errors in experiment.

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Activity 3 – Identifying good and bad practical skills Key Question(s):• What makes for “bad practical skills”?• How do bad practical skills affect the results and

conclusions drawn from the experiment?

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Value-add of ICT data collection tools

• Locate and capture real world examples– record observations during investigation– lesson becomes ‘alive’ and authentic

Digital & Video Cameras

• Collaboration and communication– teamwork and cooperative learning– provide feedback and sharing

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Value-add of ICT data collection tools

Digital & Video Cameras

• Actively independent learning– engaged students to take charge of learning

• Encourage creativity– problem solving skills– motivational

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Value-add of ICT – data collection tools

• Capture experimental data changes rapidly over time– greater precision and accuracy– repeat experiments for consistent results– data in real time investigation

Data loggers

• Engage students in independent learning– focus on learning high level concepts

and skills

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Value-add of ICT – data collection tools

• Examine and analyse experimental data– verify hypothesis and make predictions– derive and calculate results from data– interpret graphical representation

Data loggers

• Support inquiry based learning in science– investigate changes that occur too fast

/tedious

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See you at session 2

Things to do/bring :

• Decide on the topics (in term 2) • Workshop handouts• Scheme of work• Subject syllabuses

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Teacher’s Computer

Do

or

Activity 1a, 2a

Activity 1b, 3

Activity 1b, 3

Activity 1b, 2b

Activity 1a, 2a

Activity 1b, 3

Activity 1b, 3

Activity 1b, 2b

Activity 1b, 2a Activity 1b, 2b