Integrating ICT in the Teaching of Science in Secondary Schools

A national programme to train all existing teachers in the use of ICT has given valuable insights into a range of factors concerning the implementation, integration and effect of using ICT in science teaching. In particular, the pedagogical role of the teacher emerges undiminished by the technology, but retains vital functions such as forging links between the products of web searching and other class activities before, during and after the computer-based lesson. Reports of successful lessons with ICT not only contained examples of good pedagogical practice, such as the clear definition of lesson objectives and structured tasks, but also frequently implied that teachers had intentionally or instinctively adapted their traditional skills of managing, monitoring and facilitating pupils’ learning.