1. Some thoughts arising from: Thinking frameworks for planning ICT in science lessons Based on the article by Leonard Newton and Laurence Rogers (2003) School Science Review, 84 (309): 113-120. Summarised by Allyson Macdonald, 14 January 2006

2. Learning modes and teaching/learning activities Learner’s role Receiver Explorer Creator Reviser Purpose of activity Obtaining knowledge Collating and recording Exploring ideas Presenting and reporting Practice and revision

3. Adding value with learning materials Properties –What does this situation/set of materials/technology allow us to do? Benefit –What are the potential learning benefits of using it?

4. Skills needed in learning Operational skills –Field work –Practical investigations –ICT –Writing –Calculating Application skills –Using procedural understanding –Problem-solving strategies –Fair tests –Reporting

5. Using ICT ICT tool PropertiesPotential benefits Operational skillsApplication skills Design tasks to exploit the properties and achieve the benefits

6. Spreadsheets – properties and benefits Properties –Numerous and rapid calculations –Versatile definition of calculations –Hierarchical sorting of data Potential benefits –Time saved –Reduced errors helping clearer thinking –Wide range of applications –Opportunities for exploring ideas –Structured guidance prompting understanding

7. Spreadsheets – properties and benefits Application skills – the learner as explorer –Time bonus –Designing repeat tasks –Reflecting on the task Task levels –Exploring existing data –Adding new columns –Adding data to an empty template –Designing a spreadsheet

8. Application skills Information systems (databases, CD-ROM, Internet) –Assessing reliability, remodelling information, database queries Publishing tools –Purpose, audience, redrafting Visual aids Modelling tools and simulations Graphing tools Datalogging

9. Conclusions Science teaching should lead to better engagement with concepts and processes Skills are often not dependent on ICT but are skills that we are trying to encourage in science Better to have a few well-chosen activities with a clear purpose