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Issues In Science Education
Written by, Daniel Aleksovski (CGE, Chief Executive Officer) Integrating technology into science education has become increasingly popular in modern societies. Information communication technology (ICT) in schools is a fundamental component in a pedagogical surrounding. Technology can be defined as human innovation in action that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities (ESE, 2001). The Department of Education and Training (DET) insists that schools must produce graduates who are equipped to use information communication technology (ICT) effectively in all aspects of their lives as students, future workers, and citizens. The Australian Government has helped stimulate this movement by adding $60 million over an eight year period (2001-2009) (DET, n.d.). Studies carried out by Professor Freebody (n.d.) showed that teachers in Australia found these innovative technologies tremendously effective plus engaging. Wan Ng (2008) identified that most research concerning information communication technology within Australia illustrated that students became progressively more enthused to learn by exploring concepts using innovations such as the World Wide Web (WWW). The Australian Bureau of Statistics (ABS) announced in June 2008 that over 7.2 million Australian citizens had an active internet connection in their household. The amount of Australian families investing into the internet has more than doubled in the last 12 months, with many of these families subscribing to greater than average speeds (ABS, 2008). Evidently, our way of living in modern society has changed in the last decade alone. The radical boost in internet subscribers in Australia has resulted in vital self-directed learning. Teaching students to take advantage of the abundance of information on the World Wide Web (WWW) along with becoming technologically educated prepares them to be self-directed lifelong learners (Ng, 2008). 
In a classroom environment the use of information communication technology promotes a student-centred approach (Scrimshaw, 2004). Integrating technology into a classroom atmosphere in various cases can be awfully unproductive, particularly when educators are unable to comprehend the technology being integrated. Educators had to be conscious of information communication technology in addition to the capabilities it encompasses. Quite frequently educators felt uncomfortable employing technology into their classroom surroundings due to a lack of confidence (Scrimshaw, 2004). Clearly adequate training is essential to allow educators to feel proficient (Scrimshaw, 2004). Working in a collaborative environment with other colleagues and experts can significantly improve ones capability in dealing with ICT (Scrimshaw, 2004). Integrating aspects of technology into a classroom setting, such as the World Wide Web (WWW), requires a dependable and responsive system (Scrimshaw, 2004). Becoming familiar with the surrounding network allows for immediate action to be engaged when systems subside or else fail in a classroom (Scrimshaw, 2004). Educationally the benefits of integrating information communication technology in a classroom allowed students to discover innovative methods of learning (Scrimshaw, 2004). Furthermore, ICT amplified the amount of hands on time for students in science in addition enthusing students to investigate deeper (Scrimshaw, 2004). To an extent ICT has also played a role in encouraging students to take control of their own learning as well as building up their self-confidence plus self-esteem (Scrimshaw, 2004). 
The use of an interactive whiteboard in an educational environment enhances student learning as well as elevating a student’s level within literacy and numeracy (Murcia & McKenzie, n.d.). In perspective of science education, an interactive whiteboard permits students to explore ideas of science in a visual and interactive atmosphere. Certain third party software combined with the interactive whiteboard would allow students to evaluate scenarios which may possibly not be accessible in society today. Information communication technology provides an authentic approach on teaching as it allows educators to provide multiple roles and responsibilities represented or portrayed in the wider community (Herrington & Kervin, 2007). In a sense ICT can be perceived as a cognitive tool or mindtool (Jonassen, 1994). Jonassen (1994) indicated that,
‘Students cannot use [cognitive] tools without thinking deeply about the content that they are learning, and second, if they choose to use these tools to help them learn, the tools will facilitate the learning process’
The use of information communication technology in a classroom environment is not only innovative and rewarding for both students and the educator, but is also theoretically sound (Herrington & Kervin, 2007). Computer and video games are becoming ever so popular in the 21st century, catching the attention of many scholars (Squire, n.d.). In 2001, computer and console game software and hardware exceeded $6.35 billion in the United States, and an estimated $19 billion worldwide (IDSA 2002). Educators across the globe have become conscious of this rapid expansion into gaming (Squire, n.d.). Experts have now begun to concentrate on the effects these games have on players, and how some of the motivating aspects of video games might be harnessed to facilitate learning (Squire, n.d.). On the other hand several experts also believe video games might foster violence, aggression, negative imagery of women, or social isolation (Provenzo 1991). Game developers are highly successful in constructing powerful emotions within players, especially fear, power, aggression, wonder and joy (Squire, n.d.). Developers construct these key emotions by balancing a number of in game components such as character traits, rewards, obstacles, narrative, competition and of course the ability to collaborate with other players (Squire, n.d.). Comprehending these unique components might be useful for instructional technologists who design interactive digital learning environments (Squire, n.d.). In the previous decade a significant increase in software based learning has exposed that educators around the country are employing simulation based software to help stimulate student learning (Squire, n.d.). Numerous games tend to suspend the rules of reality, yet simulation based games endeavour to model a system in a manner that is consistent with reality (Heinich, et al. 1996). 
Developers have assembled a variety of video games that facilitate players to experience a range of values and ideas. For instance players can be at the helm of an F-14 fighter jet (Flight Simulation X) or an entire civilization (Civilization, Age of Empires); they can raise a family (The Sims), socially engineer a race of creatures (Creatures, Spore), explore rich interactive environments (Shenmue), or engage in fantasy or role-play (Final Fantasy VIII) (Squire, n.d.). Increasingly software developers are beginning to promote titles with educational values as “edutainment” (Squire, n.d.). In a sense computer games, predominantly simulation based software, act as influential tools in helping students achieve greater understanding in a range of topics (Squire, n.d.). Simply employing educational games into a classroom setting does not ensure that learners will produce the kinds of understanding that educators might desire (Thiagarajan 1998). Importantly learners require opportunities to debrief and reflect, and the quantity of time exhausted on reflection must equal the amount of time engaging in a game or simulation (Heinich, et al, 1996; Thiagarajan 1998). Over time students’ enrolling into science education has plummeted considerably in Australia (Dekkers et al. 1991). Widespread subjects such as biology, chemistry, physics and several other scientific based learning areas declined significantly between 1992-1995 (Dekkers et al.1991). For instance students’ enrolling into biology between 1992-1995 declined by 22.9% (Dekkers et al.1991). Similar trends are evidently displayed in chemistry (17.4%) and physics (21.5%) (Dekkers et al.1991). Today these declining rates concerning enrolment in science education still exist. Factors influencing these trends comprise of stereotypical barriers, content complexity and real world applications (Manicom, 2002). In order to break these trends and strengthen enrolments into science education it is crucial for educators to integrate aspects of technology to help motivate and engage students’ in order for students’ to discover innovative knowledge. In general teachers need to shift away from conventional strategies and explore enhanced strategies to encourage a healthier approach concerning science education. Strategies that could encourage students to explore science may perhaps consist of simulation based software or interactive based surroundings. 
It is understandable that information communication technology (ICT) in schools plays a vital role in engaging students in an authentic atmosphere, through the use of computers, interactive whiteboards and software based games. The Department of Education and Training (DET) have portrayed themselves in a proactive manner concerning technology in our schools, by investing into innovative technologies plus increasing professional based programs to educate teachers in the field of technology. Additionally, the government has funded a number of research projects that support the idea of technology playing a crucial role in schools through the observation of key values of student engagement and stimulation in a student-centred environment. Evidently, educators across the state along with the nation (in all content areas) need to accept that we are living in a technological world, a world where knowledge is shifting rapidly in a blink of an eye. Identified by the Department of Education and Training (DET) it is essential for all teachers to amalgamate innovative technologies into their classrooms to ensure students are equipped with the necessary skills vital in our new and ever-expanding society. References Australian Bureau of Statistics. (2008). 8153.0 - Internet Activity, Australia, Jun 2008. Retrieved March 29, 2009, from http://www.abs.gov.au/ausstats/abs@.nsf/mf/8153.0/ Dekkers, J., De Laeter, J.R. and Malone, J.A. (1991). Science and Mathematics Enrolment Patterns in Australia, 1970-1989. Curtin University of Technology, Perth. Department of Education and Training. (n.d.) Information and communication technology in schools. Retrieved March 29, 2009, from http://www.dest.gov.au/sectors/school_education/programmes_funding/programme_categories/online_learning/ict_in_schools.htm Freebody, P. (n.d.) Computer Qualitative and quantitative approaches to literacy education, classroom interaction, with a focus on ICT and/or educational disadvantage. Faculty of Education and Social Work at the University of Sydney. Retrieved March 29, 2009, from http://www.dest.gov.au/sectors/school_education/programmes_funding/programme_categories/online_learning/ict_in_schools.htm Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (1996). Instructional media and technologies for learning. (5th Ed.). Englewood Cliffs, NJ: Prentice Hall. Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: 10 suggestions and cases of integration in classrooms. University of Wollongong. Retrieved March 29, 2009, from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1027&context=edupapers Industrial Designers Society of America (IDSA). (2001). Technology and People. Retrieved March 29, 2009, from http://www.idsa.org/ Jonassen, D.H. (1994). Technology as cognitive tools: Learners as designers. University of Georgia, College of Education. Retrieved March 29, 2009, from http://itech1.coe.uga.edu/itforum/paper1/paper1.html Manicom, A. (2002). Enrolment in Science and Technology Programs. Hypatia Team. Retrieved March 29, 2009, from http://www.hypatiaassociation.ca/Enrolment_in_S&_T_.doc Massachusetts Department of Elementary & Secondary Education. (2001). Science and Technology/Engineering Curriculum Framework – Glossary. Retrieved March 29, 2009, from http://www.doe.mass.edu/frameworks/scitech/2001/resources/glossary.html Murcia, K., & McKenzie, S. (n.d.). Whiteboard Technology: engaging children with literacy and numeracy rich contexts. University of Murdoch, School of Education. Retrieved March 29, 2009, from http://www.education.murdoch.edu.au/clcd/docs/Whiteboard%20Technology%20Report.pdf Ng, W. (2008). Self-directed learning with web-based sites: How well do students’ perceptions and thinking match with their teachers? Faculty of Education (Bundoora), La Trobe University Victoria, pp. 24-30. Provenzo, E.F. (1991). Video kids: Making sense of Nintendo. Cambridge, MA: Harvard. Scrimshaw, P. (2004). Enabling Teachers to make successful use of ICT. British Educational Communications and Technology Agency. Retrieved March 29, 2009, from http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/enablers.pdf Squire, K. (n.d.) Video Games in Education. Comparative Media Studies Department, 14N-205 Massachusetts Institute of Technology, Cambridge, MA. Retrieved March 29, 2009, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.100.8500&rep=rep1&type=pdf Thiagarajan, S. (1998). The myths and realities of simulations in performance technology. Educational Technology, 38(5), 35-41. Virvou, M., Katsionis, G., & Manos, K. (2005). Combining Software Games with Education: Evaluation of its Educational Effectiveness. Educational Technology & Society, 8 (2), 54-65. |
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