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can engender the promotion of a more equitable participation among disadvantaged groups His Hoadly, 1997.
When an adequate level of access and use is achieved, the specific pedagogical benefits that may be expected out of integrating ICT in schools
and classrooms are as follows:
Students’ acquire new computer and networking skills that help them to use on-line andor off-line resources and tools in learning.
Students have access to extended sources of information and learning basic skills.
Students are presented with context-based or authentic learning activities, and new problem solving methods
Students get involved in intra- and inter-classroom talk
They learn through problem solving approach
It improves their communication skills, independent thinking and decision making based on evidence and experience.
It improves their hands-on activities ability.
It helps to overcome the problem of misconception or misunderstanding of the abstract concepts..
In general, the ultimate goal of any form of activity-based learning is to develop the critical thinking skills necessary to increase scientific literacy
and motivate them to learn more.
5.5 Potential of using ICT while Teaching Mathematics and Science.
This section describes how ICT will help teachers in teaching mathematics and science subjects. Socio-constructivist suggest that almost every thing
students learn depends on social interaction. They consider it very important that computers be capable of supporting person-to-person interaction and
talk in and between classroom settings for learning purpose Wegerif Scrimshaw, 1997.
Computer based technologies expand the repertoire of methods by which students can learn and teachers can teach. There are so many computer-
based learning systems designed to be used as socio-cognitive tools, which can support that interaction e.g. for communication and collaborative
learning The critical issue in education is which software to be used in teaching and
learning, as it determines what teachers and students can do with the computer to enhance the learning. In order to be able to select appropriate
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software or technology to be used in teaching a particular subject matter, ongoing professional development is necessary to help teachers learn not
only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom. Teachers need
in-depth, sustained assistance not only in the use of technology but also in their efforts to
integrate technology into the curriculum. Besides pedagogical support to help students use technology to reach learning goals, teachers also
need time to become familiar with available products, software, and no-line resources. They also need time to discuss technology use with other
teachers. All these issues are important in using technology to improve student achievement. When
The following are what modern technologies can do to support teachers who are engaged in the following:
Teaching for understanding. When it comes to what subjects are to be learned, contemporary
learning theory puts the emphasis on complex ideas – as they occur in authentic situations – because it is known today that school learners
are capable of more advanced thinking than what is usually asked of them. In such circumstances, however, the evaluation of learning
outcomes requires methods that measure understanding as opposed to methods that reflect the behaviorist theories of the past Brown,
1998.
Making a fundamental difference to students` achievement in academic subjects
. Students then tend to review and revise their own work more, and work on longer projects. Research demonstrates more
persistence in solving problems and improved written communication when students use computers in learning. When the conditions are
right teacher basic technical training, constructivist pedagogy, team work among teachers, and administrative support, the learning
outcomes on standardized tests as well as the mastery of advance topics are evidenced.
Improving students` higher-thinking skills . The use of networked
computer as cognitive tools, that is, with software designed to enhance the cognitive power of learners while searching for information
writing, thinking, and solving problems Jonassen and Reeves, 1996, helps them do more advanced academic work.
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Co-constructing with students knowledge of value to others group productivity.
There should be collaborative work spaces for on-line knowledge building, that is,
learning environment in which learners must co-construct knowledge and build their expertise in specific areas
of inquire. The Web becomes a medium for learners to construct representations of their knowledge and negotiate the results and
meanings of their inquiries. This collaborative-building model deserves increasing attention and understanding Brown, 1997, Hewitt
and Scardamalia, 1998.
Deep understanding of advanced topics. Students will reach a deep
understanding of what they learn given that they are interacting with teachers who are capable of advanced pedagogies. The level of
mastery changes.
Distributed learning. Using a proper learning environment, networked
computers create a collaborative learning space where learning may occur when students andor teachers are not in the same room or
accessing the Internet at the same time during the day or the week. It is a shift away from one-to-oneone-to-many communication patterns
and toward many-to-many communication patterns, in which multiple individuals can simultaneously contribute to a classroom discourse
Tiessen and Ward, 1998.
Lifelong learning. The networked computer enables the
implementation of a new learning paradigm, in which learning is viewed as an active process in which ideas and concepts are acquired
and, manipulating symbols and data, put to test in action for deeper understanding. Students will get a solid foundation for lifelong
learning in a rapidly changing world.
There are other potentials of using ICT while teaching mathematics and science in classroom, especially when ICT tools are properly like; to develop
molt-media materials, to enhance the initial preparation of good teaching material, to facilitates simulations, to capture and analyze the teaching
process and to bring the world experience into classroom teaching and learning.
Teaching mathematical and science using ICT may help to material teacher and learners by breaking the professional salutation that is making
communication with colleagues and mentors, with universities and centers of expertise, and with teaching and learning resources.
Further more teachers and leaner in remote location can access online libraries and current research which can significantly enhance learning and
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enable individual initiative. Teacher can undertake online training session and apply the new technique or use new material in their classes
immediately. Use virtual communities to facilitate sharing of information, ideas, and
experience as well as exchanging materials with colleagues.
CHAPTER 6 6.
DESIGNING THE RESEARCH WORK
6.1. Selection of target group and controlled group 6.2. Lesson preparation and presentation using computer and without
using computer 6.3. Assessment at end of the chapter
6.4. Results 6.5. Analysis
6.6. Inference
6.1 Selection of target group and controlled group.
