Role of ICT in Science Education

Role of ICT in Science Education What is the role of ICT in Nature of science and science teaching and learning? To answer this question, we need to understand what modern IT systems (both hardware and software) are good at Collecting and storing large amounts of data Performing complex calculations on stored data Rapidly processing large amount of data and Displaying it in variety of ways helping to present and communicate ideas. All these answers have direct relevance to the process of education and these help us to address an important question of when to use ICT? Before we discuss how ICT enhances the science education, we will see what activities involve in school science. The science particularly school science involves lot of practical activities. It includes observing, measuring, communicating, discussing, investigating, handling, watching, monitoring and recording the results. On the other hand science is equally a theoretical subject. It involves thinking, inferring and having god ideas, hypothesising, theorising, simulating and modelling. ICT can help as much in this aspect of science and in same way they do in practical aspect. In the mean time science teachers should use ICT along with their professional skills during lesson to maximise its potential. There are ranges of software tools available to science education such as Interactive White Board, Simulations, Data logging, Spreadsheets, Word processing, Virtual Learning Environment, Desktop Publication etc. Out of these, I will concentrate on Interactive white board and how it enhances the science education. What is Interactive White Board? It is a large physical display panel that can function as an ordinary white board, a projector screen, an electronic copy board or as a computer projector screen on which computer image can be controlled by touching or writing on the surface of the panel instead of using mouse or keyboard. Smith et al (2005) introduced the term Pedagogic interactivity within the use of interactive white board. Jones and Tanner (2002) related this term to Interactive teaching where teachers use higher order questioning skills that make student active contribution towards discussion and their views are valued. Also the teachers used their opinion to test their understanding against particular topic. Taber (2003) found that teacher role is critical in structuring activity in ways that challenge and build upon pupils prior knowledge white integrating new scientific ideas. Introducing IWB, can make learners interactive with whole class teaching gives new opportunity for them to express their ideas. These are not only done verbally, but using graphical and other representations. It helps them to share their scientific ideas with whole class and get back the teachers and peer feedback. Rogoff (1990) explained that the introduction of IWB in school environment provides a dynamic and manipulate object of joint reference which offers new forms of support for inter subjectivity. This is a form of socially shared cognition which facilitates explicitation and exchange of ideas and negotiation of new meanings in accordance with others perspectives. The use of IWB is not only develops the teaching styling. It also helps to enhance teacher efficiency. To make this happen, teachers should understand the potential contributions of ICT in teaching and learning. There are different types of learning involved in science. Underwood (1994) explained that the primary responsibility of the teacher is to encourage the cognitive development of the child, to ensure the retention, understanding and active use of skills and knowledge. Lee (2006) and Winzenreid (2007) found that the effects brought to the classroom IWB can be completing transformational or not change at all. All it depends upon how best the system is implemented and how it is used by the teachers to enhance the students learning. Mortime and Scott (2003) explained the teachers role who acts as mediation between the IWB and the students. The full understanding of technical interactivity is an integral part of this. In Science, interactive communication is vital between students and teachers to explore ideas together, drawing own hypothesis, discussing recent socio-scientific issues, consolidate scientific and informal ideas. The IWB contributes to the flow of interactive communication. Godwin and Sutherland (2004) described how teachers represented their individual constructed knowledge in order to develop student common understanding. Thus the IWB plays a vital role in science education. But how active the pupils are learning? The answer is how far the teachers understand and implement the technology successfully and careful blending of technology and pedagogy. On the other hand Hargreaves et al (2003) found that the class with non-technology context raised some issues. The issue such as higher lesson pace, collaboration and participation in discussion, assessing pupil knowledge, all these shown that the technology interactivity is highly helpful. Thus the teachers understand the features of IWB those associated with pace, motivation, involvement, participation and collaboration. (Becta 2003). But Moss Et al(2007) argued that this is not sufficient to develop students learning. But Hepper (2004) argued that the IWB provides teachers an opportunity to teach in their own professional way with a central focus of aboard, but with the excitement of media rich content. Thus it does not collide with existing pedagogy practice. Nieder Hauser and Stoddart (2001) and Olson (2000) found the choices of technology by teachers are based on their own conception of teaching and learning. Hennessey etal (2005), Kerr (1991) accepted the above argument that introducing new technology does not produce radical pedagogical change. Instead a slow evolutionary process where these new powerful tools interact slowly with existing particles. Roger and Finlayson (2004) demonstrated that whole class teaching with technology in science forced to use computer for demonstration with little manipulation by pupils. In Science the understanding of skills and concepts by students depend upon the facts and information provided by teachers. Clearly IWB provides number of ways of providing this knowledge. How much the students understanding of science is improved by using ICT? impact 2 Project (Harrison et al 2002) found that the use of ICAT has a measurable impact on the performance of students studying science in the secondary school. ICT is just the learning tool just it does not ensure learning. The most importance is application skills; which improves students understanding. Operational skills cannot be ignored, but teachers should make sure that this should not predominate over application skills. For the science teacher, an important aspect of application skill resides in the investment in task design, target setting and intervention strategies. An optimistic view is that school laboratories, like classrooms, will continue to be places where people meet and exchange ideas. Social interaction, discussion and hands-on activity are vital aspects of the educative process that are inadequately satisfied by the solitude of individual computer use. Computers should not be allowed to displace essential intellectual exchanges between people but should be used in ways that amplify and complement them. Thus it is important to identify and understand both the benefits and the disadvantages of individual ICT tools, so that judgements about fitness for purpose can be made at every stage of planning. The preparation of students for a task, the definition of task objectives and the nature of teacher interventions all contribute to the quality of the outcomes. These factors need to be borne in mind as we consider the possible impact of some of the innovations. ICT is transforming all aspects of society: its institutions, commerce, industry, home life and education. In education, there is a growing assumption that using computers is a good thing; after all, the response of many students seems to be predominantly one of high motivation. There is, however, a certain risk that the educational rationale for ICT becomes overshadowed by the glamour and progress of the hardware and software technology. Undoubtedly, technological developments will continue to invite thinking about new opportunities for teaching and learning, but it is very much easier to engage with the new technology than to seek a deep understanding of its implications for education. It is important, therefore, that pedagogy and technology are equal partners in the development process. In particular, innovations should not be driven by technology for its own sake. As guardians of pedagogy, teachers have a significant role in shaping the use of ICT for learning. The future success of ICT in science rests on the quality of thought given to its use, with a clear focus on learning outcomes.

Non-Traditional Sports: Social Barriers :: Bodybuilding Synchronized Swimming Essays

Non-Traditional Sports: Social Barriers Gender barriers have always existed in the field of sports. I will be focusing specifically on women in the field of bodybuilding and men who enter synchronized swimming in order to illustrate the social and cultural costs and benefits of these individuals entering their given sports. Breaking Barriers: The gym is the world of gods and heroes, goddesses larger than life, a place of incantations where our bodies inflate and we shuffle off our out-of-gym bodies like discarded skins and walk about transformed. . . . Here, in this space, we begin to grow, to change. The transformation has begun, and our flawed humanity is falling off fast. We are picking up our shoulders, elevating our chins, shaking ugliness from our shoulders with a series of strokes, the glistening dumbbells, listening to our blood's rush. Our pasty misshapen bodies are developing clean lines. Our day's tribute of trials and heartaches is fading, for here, in this gym space, we become kings and queens. Larger, invincible, gods in ourselves. (Introduction, Bodymakers: A Cultural Anatomy of Women's Body Building) Women in bodybuilding is a recent phenomenon. It is an example of the cultural transformation and revolution that has been in the process for many years now. Leslie Heywood, the author of the quote above, is an assistant professor of English at the State University of New York, Binghamton. As stated by a critic of her recent book, Bodymakers, "Heywood looks at the sport and image of female body building as a metaphor for how women fare in our current political and cultural climate. Drawing on contemporary feminist and cultural theory as well as her own involvement in the sport, she argues that the movement in women's bodybuilding from small, delicate bodies to large powerful ones and back again is directly connected to progress and backlash within the abortion debate, the ongoing struggle for race and gender equality, and the struggle to define "feminism" in the context of the nineties. She discusses female bodybuilding as activism, as an often effective response to abuse, race and m asculinity in body building, and the contradictory ways that photographers treat female bodybuilders." It is evident from this brief yet descriptive narration of her book that Heywood believes both cultural costs and benefits of women in the sport of bodybuilding exist, as well as in any other field in which women push the restraints of social acceptance.

Gattaca and Orwell’s 1984 compared Essay

Although the distopias of Orwell’s Oceania and Niccol’s not to distant American city are in many ways similar in the sense of totalitarianism. The systems of control are quit different. Orwell’s world seems to be an overbearing socialist police state where as, the world in Gattaca is almost total control by science. The two pieces were written decades apart from one another, but both the film and the novel send a clear message; to enjoy the social mobility and freedoms of modern life and to be aware of how fragile they are. Both Orwell’s and Niccol’s worlds are dependant upon a class or cast system to divide the powers and freedoms of the people in their respective worlds. Oceania as far as we can tell has three maybe four classes. The Proles are the group of people who hold the worst of the jobs within Oceania. They work as laborers and as prostitutes but their idle time is spent like many undergrads in the modern world; listening to music, drinking beer, and fornicating. The second and arguably the lowliest of Orwell’s classes is the outer party, to which our main character Winston is a member. The outer party is subjected to all the evils of the inner party. Their inner most personal thoughts and feelings are monitored by the thought police and even the slightest inclination of disloyalty is punished by being vaporized. They work mostly as desk jockeys, and their free time is to be spent doing activities for the party. The inner party is closely related to an upper management class within a perverted militant socialist world where all business is run by the state. Compared to the outer party the inner party does seem to enjoy a few more modern comforts but, they are still being subjected to tellascreens and thought police. Arguably the fourth class would only consist of one man a ruling dictator who goes by the name of Big Brother his existence is questionable but if he were to exist it is presumable that he would enjoy every possible comfort. Gattaca has a class system as well but, it is a much simpler one controlled by science. Depending upon Gene manipulation a citizen is either a valid or they are an invalid. The days discrimination because of race, religion, or  sexuality are gone, in this world all that matters is the results of a blood test. The lead character portrayed by Ethan Hawk is Vincent/Jerome Morrow. He is what they call a faith birth, his parents conceived him in the traditional way, in the back of a Chevy Rivera. At his birth he did have ten fingers and ten toes but now that’s not all that mattered. After testing one drop of blood the doctors new that he had a 60% probability of having a neurological condition, 42% probability of manic depression, 89% probability of attention deficit disorder, and a 99% probability of having a heart disorder his life expectance only 30.2 years. Vincent, an invalid, was condemned at birth to live a short life of turmoil. These two very rigid and well structured societies whose purpose was to create order over universal individual freedoms for its citizens freewill was not something that was desired. What Vincent and Winston have in common his that they used their freewill and determinations to resist the status quo.

Challenging the power of the Commonwealth - Free Essay Example

Sample details Pages: 7 Words: 1964 Downloads: 4 Date added: 2017/06/26 Category Law Essay Type Analytical essay Tags: Power Essay Did you like this example? Part A It is obvious, from the facts presented, that this question is primarily concerned with the implementation of the international convention in Australian domestic law, and the validity of the process of this implementation in accordance with section 51(xxix) of the Constitution, also known as the ‘external affairs power’. Before such a conclusion can be reached, it is firstly important to understand the limits and scope of this power and hence comprehend whether the Commonwealth has exceeded its legislative limits in ratifying such an international convention. The courts have taken the liberty, over the years, of setting certain restrictions on the ability to exercise this external affairs power, as well as defining its scope of application. Don’t waste time! Our writers will create an original "Challenging the power of the Commonwealth" essay for you Create order The term ‘external affairs’ in generally used instead of ‘foreign affairs’ in order to distinguish between the affairs of the United Kingdom and other countries, as the Australian judiciary has generally not regarded the UK as a foreign entity, given that the Australian constitution is essentially an act of the UK Parliament.[1] Thus, the courts have sought to further define the notion of external affairs in order to avoid this ambiguity. In the same case, Latham CJ expressed that this notion was not confined to the â€Å"preservation of friendly relations with other Dominions†, but also extended to relations with â€Å"all countries outside Australia†.[2] In attempting to further define this notion Gibbs CJ, in the case of Koorwata v Bjelke-Petersen, expressed: It has never been doubted that the words of s51(xxix) are wide enough to empower the Parliament, in some circumstances at least, to pass a law which carries into effect within Austra lia the provisions of an international agreement to which Australia is a party.[3] In the Koorwata case, Gibbs CJ also went on to refer to the case of Roche v Kronheimer (1921) 29 CLR 329, where Higgins J considered the constitutional validity of regulations made by the Commonwealth legislature to implement an international convention in relation to aerial navigation. The court held, in this case, that such an act by the Commonwealth was valid in a constitutional sense; however they held that the regulations themselves did not actually give effect to the international convention, hence overturned the legislation. This also followed the ratio decidendi of Evatt and McTiernan JJ in the case of R v Burgess; Ex parte Henry, where it was held: But it is a consequence of the closer connection between the nations of the world (which has been partly brought about by the modern revolutions in communication) and of the recognition by the nations of a common interest in many matters affe cting the social welfare of their peoples and of the necessity of co-operation among them in dealing with such matters, that it is no longer possible to assert that there is any subject matter which must necessarily be excluded from the list of possible subjects of international negotiation, international dispute or international agreement.[4] Furthermore: In truth, the Kings power to enter into international conventions cannot be limited in advance of the international situations which may from time to time arise. And in our view the fact of an international convention having been duly made about a subject brings that subject within the field of international relations so far as such subject is dealt with by the agreement.[5] And, finally they concluded: It would seem clear, therefore, that the legislative power of the Commonwealth over ‘external affairs’ certainly includes the power to execute within the Commonwealth treaties and conventions entered into w ith foreign powers.[6] Accordingly, based upon the persuasive authorities cited above, it is clear that the Commonwealth legislature has the power to implement international conventions to which Australia is a party. However, it has also been prescribed by the courts that such an action must make inroads in implementing such a convention, and must not attempt to push a government’s own agenda in relation to an international agreement.[7] In other words, the relevant implementing legislation must substantially implement the convention in its entirety; otherwise the court may be obliged to overturn the legislation. In regards to the legislation in question, it is clear that it does not make significant progress in implementing the aims of the international convention. It tends to omit key provisions from the relevant operative clauses of the convention, such as that in relation to the research body. The legislation does, however, make more definitions that are specific to the Australian context, such as the definition of key time slots for the banning of junk food, and the identification of means of reducing junk food consumption (such as the ban of sale to anyone under the age of 12). It is permitted to do this under the scope of the convention, as well as the relevant case law relating to the implementation of international conventions. The definition of junk food outlets in section 3 of the legislation appears to comply with the definitions in the international convention, and thus does not raise a problem of constitutionality. However, the convention does not specify that the Commonwealth should prescribe compulsory daily exercise programs, as has been implemented in section 17 of the Act. This, combined with the fact that the Act does not implement the research body prescribed in the convention, would illustrate that the Commonwealth is unable to rely on its external affairs power to implement this legislation. The relevant authorities do allow for the Commonwealth to ratify international agreements to which Australia is a party, provided that the legislation conforms somewhat to the convention to be implemented.[8] Clearly, the legislation does not conform enough to the international standard set by the convention, thus the Commonwealth cannot rely solely on section 51(xxix), and thus the legislation is constitutionally invalid based on this head of power. Part B Based on the precedents in Australian constitutional law, it would be difficult not to support the claim made by Dawson J. This is based on a number of factors, not the least of which relates to the manner that the High Court has interpreted the external affairs power, section 51(xxix). As a general rule, if the laws of Australia require a change in order to conform to the standards set by an international treaty or convention, then section 51(xxix) will support that change.[9] However, the High Court has also sought to place further restrictions on the re liability of this rule, in order to prevent the Commonwealth legislature from taking advantage of the external affairs power and hence possibly interfering with matters that would normally be left to the jurisdiction of the States. The High Court has said that, in order for section 51(xxix) to be relied on in regards to international treaties, the proposed Commonwealth law must seek to implement legislative regimes that the treaty itself has sought to prescribe for its signatory states,[10] and hence not seek to push its own legislative agenda. In the context of Dawson J’s statement, it is clear that while the subject-matter of an international agreement must be limited, the law that implements it must essentially conform to the strict standards of that international agreement.[11] In regards to the subject-matter of an international agreement, the High Court has addressed this issue on a number of occasions. The court has held previously that the limits of international a greements that the Commonwealth may ratify into law need not only be restricted to the areas where they have legislative competence.[12] Additionally, the High Court has also said that it may not also be limited to areas of international concern, or Commonwealth jurisdiction under international law.[13] Essentially, this elaboration by the High Court grants substantial discretionary power onto the Commonwealth in regards to international agreements, with the general rule being that entry into such an agreement represents the executive and the legislature claiming that the subject-matter of the agreement is of significant concern to the Australian jurisdiction, and hence the High Court will generally support this exercise of judgement.[14] Thus, it would appear that the High Court is willing to support an essentially unlimited discretion by the Commonwealth in relation to international agreements, as the court has prescribed that there are no practical limits to the subject-matter of international agreements. Previous examples of such support by the High Court include Commonwealth legislation ratifying international treaties in relation to: Enforcing basic minimum safety standards in Australia in relation to air navigation;[15] The control of territorial sea and the continental land shelf;[16] Acts of racial discrimination;[17] Protection of world heritage listed land;[18] and Protection of land pending a decision on its world heritage status.[19] These cases show that, where the States have challenged Commonwealth power in relation to reliance upon section 51(xxix) for implementation of international agreements, the challenges have generally failed, and the Commonwealth has received the support of the High Court. Therefore, at least in relation to international agreements, it would appear that the scope of application of the external affairs power of section 51(xxix) is somewhat unlimited, and the entering into of such an agreement by the Commonwealth represents an exercise of discretion which the High Court will generally support. Thus, it appears that Dawson J’s claims do have some merit, as the string of High Court authorities tend to support. Bibliography Books Blackshield, T, and Williams, G, Australian Constitutional Law and Theory: Commentary and Materials (2006, 4th ed), Sydney: Federation Press Joseph, S, and Castan, M, Federal Constitutional Law: A Contemporary View (2001), Sydney: Lawbook Co Legislation Air Navigation Act 1920 (Cth) Australian Constitution Lemonthyme and Southern Forests (Commission of Inquiry) Act 1987 (Cth) (repealed) Racial Discrimination Act 1975 (Cth) Seas and Submerged Lands Act 1973 (Cth) World Heritage Properties Conservation Act 1983 (Cth) (repealed) Cases Airlines of New South Wales Pty Ltd v New South Wales (Airlines Case) (No 2) (1965) 113 CLR 54; [1965] ALR 984; (1965) 38 ALJR 388 Commonwealth v Tasmania (Tasmanian Dams Case) (1983) 158 CLR 1, 125-6; 46 ALR 625; 57 ALJR 450 Horta v Commonwealth (1994) 181 CLR 183, 195; 123 ALR 1; 68 ALJR 620; Koowarta v Bjelke-Petersen (1982) 153 CLR 168; 39 ALR 417; 56 ALJR 625 New South Wales v Commonwealth (Seas and Submerged Lands Case) (1975) 135 CLR 337, 497; 8 ALR 1; 50 ALJR 218 Queensland v Commonwealth (1989) 167 CLR 232; 86 ALR 519 R v Burgess; Ex parte Henry (Aviation Case) (1936) 55 CLR 608; [1936] ALR 482; (1936) 10 ALJ 335 R v Sharkey (1949) 79 CLR 121; [1949] ALR 828 Richardson v Forestry Commission (1988) 164 CLR 261; 77 ALR 237; 62 ALJR 158 Roche v Kronheimer (1921) 29 CLR 329 Victoria v Commonwealth (1996) 187 CLR 416, 484; 138 ALR 129; 70 ALJR 680; 66 IR 392 Footnotes [1] R v Sharkey (1949) 79 CLR 121; [1949] ALR 828 (Latham CJ). [2] R v Sharkey (1949) 79 CLR 121; [1949] ALR 828 (Latham CJ). [3] (1982) 39 ALR 417, 431 (Gibbs CJ). [4] R v Burgess; Ex parte Henry (1936) 55 CLR 608, 680-1. [5] R v Burgess; Ex parte Henry (1936) 55 CLR 608, 681. [6] R v Burgess; Ex parte Henry (1936) 55 CLR 608, 687. [7] Roche v Kronheimer (1921) 29 CLR 329. [8] Victoria v Commonwealth (1996) 187 CLR 416. See also Koorwata v Bjelke-Petersen (1982) 39 ALR 417. [9] Commonwealth v Tasmania (Tasmanian Dams Case) (1983) 158 CLR 1; Richardson v Forestry Commission (1988) 164 CLR 261; Victoria v Commonwealth (1996) 187 CLR 416, 483 (Brennan CJ, Toohey, Gaudron, McHugh and Gummow JJ). [10] Victoria v Commonwealth (1996) 187 CLR 416, 486 (Brennan CJ, Toohey, Gaudron, McHugh and Gummow JJ). [11] Victoria v Commonwealth (1996) 187 CLR 416, 489 (Brennan CJ, Toohey, Gaudron, McHugh and Gummow JJ). [12] R v Burgess; Ex parte Henry (Aviation Case) (1936) 55 CLR 608, 640 (Latham CJ), 680 (Evatt and McTiernan JJ); [1936] ALR 482; (1936) 10 ALJ 335; Victoria v Commonwealth (1996) 187 CLR 416, 485; 138 ALR 129; 70 ALJR 680; 66 IR 392 (Brennan CJ, Toohey, Gaudron, McHugh and Gummow JJ). [13] Horta v Commonwealth (1994) 181 CLR 183, 195; 123 ALR 1; 68 ALJR 620; Victoria v Commonwealth (1996) 187 CLR 416, 484; 138 ALR 129; 70 ALJR 680; 66 IR 392 (Brennan CJ, Toohey, Gaudron, McHugh and Gummow JJ). [14] Commonwealth v Tasmania (Tasmanian Dams Case) (1983) 158 CLR 1, 125-6; 46 ALR 625; 57 ALJR 450 (Mason J). [15] Airlines of New South Wales Pty Ltd v New South Wales (Airlines Case) (No 2) (1965) 113 CLR 54; [1965] ALR 984; (1965) 38 ALJR 388 in regards to the Air Navigation Act 1920 (Cth). [16] New South Wales v Commonwealth (Seas and Submerged Lands Case) (1975) 135 CLR 337, 497; 8 ALR 1; 50 ALJR 218 (Mason J) in relation to the Seas and Submerged Lands Act 1973 (Cth). [17] Koowarta v Bjelke-Petersen (1982) 153 CLR 168 ; 39 ALR 417; 56 ALJR 625 regarding the Racial Discrimination Act 1975 (Cth). [18] Commonwealth v Tasmania (Tasmanian Dams Case) (1983) 158 CLR 1; 46 ALR 625; 57 ALJR 450; Queensland v Commonwealth (1989) 167 CLR 232; 86 ALR 519 regarding the World Heritage Properties Conservation Act 1983 (Cth) (repealed). [19] Richardson v Forestry Commission (1988) 164 CLR 261; 77 ALR 237; 62 ALJR 158 regarding the Lemonthyme and Southern Forests (Commission of Inquiry) Act 1987 (Cth) (repealed).