Computer-assisted teaching and concept learning

Computer-assisted teaching and concept learning in science: the importance of designing resources from a pedagogic model

One of my publications is:

Abstract:

Computers and related information and communication technologies (ICT) are increasingly being employed in teaching at school and college level. Like any new educational technology, computers have strengths and limitations, and it is important that computers are used to support existing educational aims when they are appropriate tools, rather than simply being adopted to do what they are good at because ICT is seen as intrinsically 'good'. In science teaching, computers offer a number of useful properties, both related to their use in data collection and analysis, and their ability to offer high quality simulations.These modes of use offer much to support the classroom teacher. However, computers are increasingly being seen as suitable tools for ‘delivering learning’ in individual study as a supplement to, or even an alternative to, the teacher.Whilst this offers more flexibility – in where and when studying can occur – resources intended to ‘teach’ learners when the teacher is not present are a different proposition to resources provided as tools for the teacher to employ flexibly to support their own teaching. Conceptual learning in science is well recognised as often being problematic even with motivated students and skilled teachers.This chapter considers the challenge of producing materials to support conceptual learning in science, and the type of pedagogic models that are needed for successful computer-assisted teaching of science.As an example, the chapter discusses the pedagogic model employed in developing learning material in physics for use in further education colleges in England, and the responses of students to the resources.

Keywords:

• resource-design
• interactivity
• conceptual change
• science teaching
• scaffolding learning
• instructional model
• constructivism

Content:

Introduction
Use of ICT in the classroom
Using technology to teach science
The computer as a teaching machine
Challenges of conceptual learning in science
Developing computer-aided learning from a pedagogical model
Conceptual learning and scaffolding
The Epic design for computer-based learning resources
The instructional model used in the Epic materials
A case study of the NLN Physics materials being used in independent study
An example of the EPIC NLN Physics materials being used in supervised study
Conclusion

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