Resources - Archived Materials
Section Four: Recommendations - Program Delivery
Issues
4.5 The role of technology and other resources
a) The integration of technology
As new technology becomes available, it must be provided
to the schools. It is important that students learn information retrieval
from computer data bases such as the Internet, CD-ROM and computer software
in general. Since teachers must be able to help their students use technology,
they themselves must be supported with appropriate training.
b) Recommended resources
Every secondary school should have sufficient numbers
of computers, interface equipment, software, and access to the Internet
to accomplish the recommendations in the previous section, as these resources
greatly facilitate the development of science literacy. Teaching resources
should not only include computers but also teaching and learning kits
that contain hands-on activities and adequately equipped science laboratories.
In addition, library resource centres should be available and accessible
to students for printed and electronic information. Students should be
given opportunities to go on field trips to science centres, museums,
and local science-related industries. Community-based resources, including
parents, scientists, and science educators, could provide expertise in
their appropriate fields for lectures, demonstrations, career talks, and
role models. General activities such as science fairs should be encouraged
at all levels. Specific activities for students that emphasize practical
laboratory work and are supported by post secondary institutions and industry
for facilities and mentorship should be promoted and allotted fractional
elective credits.
Today's school science laboratories must incorporate the
use of computers in a hands-on, inquiry science program, and learners
must be given opportunities to work in teams and communicate results.
Technology can be used to:
- investigate through simulation activities that cannot
be done experimentally (e.g., collisions of chlorofluorocarbon molecules
and ozone molecules in the atmosphere);
provide an alternative classroom activity, as in virtual dissections;
- interface with experiments to facilitate the collection
and analysis of data (e.g., using experimental probes connected to a
computer to measure acidity (pH) and temperature in chemistry, or velocity
and time in physics);
- search the Internet and extract scientific information
(e.g., the progress of comet Hale-Bopp, climate records.- or reports
of ecological studies);
- allow learners to correspond and collaborate with career
scientists and other learners around the world;
- provide remedial and supplementary problem-solving
opportunities.
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