I decided to take a break from ICT over the holidays so not a lot to report about. I did however have to write an assignment for Science Learning area and thought you find it and interesting read. How we have used ICT in a "wet lab"....
ICT in Science Practical Work/Inquiry
ICT had a significant impact on my teaching whilst I was observing a science class in the teaching block this semester. ICT was used in a fashion similar to that of a computer simulation, in two of my mentors general science classes. The school where this observation took place was at a semi selective, public, co educational school, that is proactive in supporting students ICT development by encouraging owning and using net books, in and out of the classroom. The year 8 classes are of mixed ability and consist of a vast range of international and religious students. In this particular class, a Flexicam was used for filming and was connected to a laptop and projector for viewing a live dissection.
The year 8 class had been studying body systems and at this stage in the unit the students had just finished learning about the circulatory system. The students had covered blood and its components, different transport vessels, the hearts main vessels, the hearts compartments and a brief explanation of the conduction of the heart. During this topic they had also mentioned the hearts connection to the lungs and that this was the place where gas exchange takes place. The next step for this unit was for the students to participate in a practical dissection of a lambs heart. The dissection was accompanied with a worksheet, including diagrams and questions to answer. My mentor teacher was collecting these questions to use as summative assessment for the students learning.
My mentor had prepared a Flexicam for those students that did not want to participate in their own dissection. The Flexicam was connected to laptop and projector and was used to integrate something similar to a computer simulation. The Flexicam was provided as a replacement for the 'hands on' component of the experiment. It was provided to show those students not wanting to participate; step by step what they would have been doing and what they needed to know. By providing the simulation it allowed those students a very similar experience to those doing their own dissection. There are many online simulations of experiments available, but the "live" dissection also provided the flexibility to teach particular content and at an appropriate pace for those students.
The Flexicam was very simple to set up and use. The software/driver automatically installed itself when connected to the laptop, which meant no fiddling around with installation using a CD or downloading drivers from the internet.
The Flexicam was literally a plug and play set up. The Flexicam showed the live feed very quickly once the program was opened. The software was quite basic but easy to use and enabled small adjustments for different light levels and zoom if needed. The quality of the Flexicam was not great but for its small, compact size, it did the job quote well. There was also an option to record the session, which meant that the session could be uploaded to the internet e.g. YouTube, or the schools intranet and can be given to those students who were sick or away from school and missed out on the dissection.
Using the Flexicam could also provide a safe environment for the class by eliminating the use of scalpels and scissors for students or classes that are not mature or responsible enough for this type of experiment. Risks are reduced by providing classes with a computer simulation as students are not using or walking around with dangerous implements. Even though safety was explained at the beginning of the dissections in my observations I noticed that students were still using scalpels whist students hands and fingers were close to the specimen. Scalpels and scissors were also dropped on the ground, narrowly missing students feet. Students should have the opportunity to participate and use this kind of equipment but if they cannot prove themselves to be trustworthy, a computer simulation is more appropriate at this point in time.
The use of this type of computer simulation was very helpful as it provided another means for students that had ethical and other issues with dissections to still participate and learn content that the other members of the class were provided with.
A downside to using this form of ICT is that it removes the 'hands on' component of this type of experiment. It was mentioned in the first two tutorials that research has shown that students do not make the transition from two dimensional, virtual simulations into the real world. There is a lack of an realistic element when using computer simulations but in this case is hopefully rectified by the students knowing, and seeing that this dissection is still happening via the demonstration at the front of the classroom. Unfortunately there were some students that found this type of simulation still too realistic, and may have coped better if a cartoon or another form animation, such as cartoon or plasticine animation was used.
Using computer simulations in the future, like using the Flexicam, can provide the educational benefits of the 'real' experiment whilst also catering those students that oppose or who are unsettled by the act of dissection. It may not provide the realism that a live dissection can offer, but using simulations can provide a safe learning environment for those that want to take part and use the technology that is available.
