European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 2 │ 2017
doi: 10.5281/zenodo.251163
USING ICT IN SECONDARY SCHOOL SCIENCE TEACHING –
WHAT STUDENTS AND TEACHERS IN
TRINIDAD AND TOBAGO SAY?
Rawatee Maharaj-Sharma1i, Aditi Sharma2
1
The University of the West Indies, St. Augustine, Trinidad
2
University of Waterloo, Canada
Abstract:
Over the last decade and a half, classrooms have become swamped with a range of
electronic devices. Technology will continue to be more efficient, more versatile and
indeed more abundant in schools and in classrooms. This study explores the views of
students and teachers on the effectiveness of ICT in science teaching in terms of (i)
levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their
teaching. A questionnaire was used to elicit the views of students and teachers in
respect of a range of ICT-based classroom activities. Qualitative and quantitative data
collected through the questionnaires from 12 teachers and 100 students involved in
science teaching and learning at a selected secondary school in Trinidad were analyzed.
The results show that students enjoy ICT interventions in their lessons and teachers
rank it high in many respects but, both students and teachers agree that ICT loses its
appeal when its use is arbitrary and ill-planned.
Keywords: ICT, secondary school, science teaching, Trinidad and Tobago
1. Introduction
With the formal introduction of ICTs in secondary schools in Trinidad and Tobago in
2010 (Draft policy for Information and Communications Technology in Schools,
Trinidad and Tobago, 2005), most schools have experienced some aspect of the
technological revolution that is now a global phenomenon. Students the world over and
indeed here in Trinidad and Tobago, takes for granted today a luxury that could have
only been imagined to exist in classrooms a generation ago. Advocates for the shift have
i
Correspondence: email rmaharajsharma@gmail.com
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suggested that ICT infusion helps to visually stimulate students and that it encourages
them to seek out knowledge for themselves and to share newly acquired knowledge
with their peers. Teachers have easy access to teaching/learning materials and resources
and in that regard, ICTs have made their job of planning lessons and designing in-class
learning activities less onerous. Educators have realized the value ICT can add to
student engagement, including the ease with which it facilitates student participation in
the classroom and the intrigue it adds to the learning experience, but many have also
noted that if not effectively and purposefully infused into learning experiences, ICTs
can be a distraction and an overall useless accessory to classroom teaching. Experts in
the field have advised that a judicious selection of appropriate ICT devices and
applications, which takes into consideration the content to be taught, the type of
students, the number of students and the expected learning outcomes, will yield
meaningful learning (Abbott, 2001; Balanskat, Blamire and Kefala; 2006). Careful
deliberation about the purpose too, for which the ICT infusion is being undertaken, will
determine its usefulness.
In general, it seems that teachers and students use ICTs mainly for data
handling, communication, information gathering, information presentation or leisurely
exploration (Koehler and Mishra, 2009). A heavy reliance on a range of software and
hardware tools such as laptops, video cameras, simulation/modeling programs, email
and discussion groups, school intranets, interactive whiteboards and presentation
software is needed for all the various reasons teachers and students use ICTs. There is
no doubt that the versatility and evolution of ICT devices and the uses to which they
will be put will continue. Even a decade after the introduction of the Draft policy for
Information and Communications Technology in Schools on ICT, no formal studies
exist in the Trinidad and Tobago, which examines the views of students and teachers
about the effectiveness of ICT intervention in their classroom. Such an exploration
seems far overdue and is therefore necessary if, for no other reason than to ascertain in
some small way, implementation aspects of the policy. An examination of this kind will
be instructive as it will inform the extent and the direction in which the evolution
should continue for the Trinidad and Tobago context. It will also capture in a formal
way, actual findings on the effectiveness of ICT-based activities in science teaching.
From the perspective of schools, this study will indicate what specific features and
capabilities of technology, inclusive of devices, support systems, are most effective, and
hence what elements of technology schools should invest in. In the continued
promotion of the ICT initiative, it is important to know how students are benefiting
from the shift and how teachers are using the technology to enhance the classroom
experience.
The gaps and concerns identified above prompted the current work. While there
is convincing research and literature which speaks to the effectiveness of ICT
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integration in the classroom in many parts of the world, the gaps and concerns continue
to exist in Trinidad and Tobago. Informal feedback from both students and teachers
suggests that students are highly responsive to the ICT intervention and teachers are
pleased with its utility. It is uncertain however, if in fact ICTs and ICT-based classroom
activities are enriching classroom learning and if it is, what aspects make it an effective
classroom intervention.
Mandated by the Draft policy for Information and Communications Technology
in Schools, teachers and students in all disciplines in Trinidad and Tobago are involved
in some degree of ICT infusion in their classroom teaching. The researcher is a science
educator, has conducted much research with science teachers and science students, and
chose therefore to explore this research concern with science teachers and science
students in the first instance. For the purposes of this work therefore, the focus will be
on the views of students and teachers who have used and/or are using ICTs and ICTbased learning activities in science classrooms. The following two (2) research questions
will be answered in this work:
1. What are students views about the use of ICTs in science classrooms in Trinidad
and Tobago?
2. What are teachers views about the use of ICTs in science classrooms in Trinidad
and Tobago?
In science teaching, ICTs can be extremely useful. ICT tools, video
demonstrations and experimental simulations can replace, in large part, expensive
laboratory equipment and reagents. Virtual science labs eliminate the need for many
safety restrictions and easily facilitate several repeats of practical exercises. Laboratory
demonstrations which cannot be enacted in the classroom laboratory can be easily
experienced through ICT facilitated simulations. Video clips can give an almost life-like
account of many scientific processes, concepts and applications. The use of ICTs
therefore, to teach science has the potential to enhance understanding of practical tasks
and can also motivate students to learn science by keeping them engaged in (visual
capture and stimulation) and participating in (researching, designing and presenting)
classroom activities.
2. Literature Review
Nicholls
describes the use of ICT in the classroom by suggesting that the
purpose of ICT intervention is to teach students how to handle information, how to
generate new ideas and how to communicate these ideas. He goes on further to say that
ICT-based models, demonstrations, simulations and experimentation present for
students an opportunity to learn science through interaction with modern technology –
an approach which can encourage the development of a 21st century learning skills-set.
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WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?
Rogers and Finlayson (2003) described six different types of skills-based learning
activities which ICTs can facilitate in the science classroom. These are communication,
data handling, simulations or virtual experiments, information gathering mathematical
modeling and practical engagement (eg. sensors and interfaces). In this work the views
of science teachers and science students, on the usefulness and levels of enjoyment
derived from classroom ICT-based activities which facilitate the development of some
of these skills, are explored.
In other investigations involving ten secondary schools, Rogers and Finlayson
(2003), found that of all the six uses identified above, simulations, attracted the largest
number of favorable responses, with 95% of teachers reporting that the use of
simulations resulted in learning objectives being more successfully achieved.
ICT has the ability to capture attention and focus through its visual appeal and in
so doing can keep students engaged either visually, audibly or both, for periods of time
greater than teacher talking would. Donelly, McGarr and O Reilly
, reported that
in classrooms where ICT devices and ICT activities were effectively used, students
indicated that they were less bored and more enthused to pay attention when
information was being presented. Willshire (2013) however found that the higher levels
of enthusiasm attributed to ICT activities lasted only if a good variety of ICT-based
activities were used, else the enthusiasm was short-lived. Furthermore, Gupta-Bhowon,
Jhaumeer-Laulloo, Wah, and Ramasami (2009), pointed out that for certain skills based
activities (such as titration), ICT simulations are but a poor replacement. In addition to
selected variety and suitability of purpose of ICTs, teacher training and competency in
successful ICT infusion is critical because as Bingimlas (2009) reports, without the
necessary know how , teachers will experience barriers to integration which they may
not know how to overcome.
Sang (2005) discussed the frequency of ICT usage in the classroom and found
that overuse of ICT devices and ICT-based activities was not pleasing to students while
Donnelly, McGarr and O Reilly
looked specifically at the use of PowerPoint
presentations to present information and diagrams and reported that students had
mixed views on the use of PowerPoint in their science classes. Indeed, ICT infusion has
the capacity to capture attention and engage learners, but Akdemir and Koszalka (2008)
found that ICTs are not equally appealing for all learning styles. In fact in a large scale
study involving science students across all levels of the secondary school Geist (2011),
found that about one-third of the students surveyed were of the view that ICT infusion
does not necessarily make science lessons fun, exciting and enjoyable and only 50% of
the students were of the view that ICTs aided in their understandings of science
concepts to a greater extent than traditional classroom dialogue.
The available literature therefore seems to suggest that ICTs are a welcome
addition to the range of approaches and resources teachers have at their disposal to
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execute classroom instruction, but there are mixed results about how useful,
appropriate or effective ICT infusion is in the classroom. The extent to which it is used
in the classroom determines in large part its overall brawn in the classroom but there is
no question as suggested by both Bonds-Raacke and Raacke (2008) and Darlignton
(2009), that ICT is an addition to teachers repertoire of strategies – not only a versatile
addition, but a necessary one in light of the evolving technological age that is upon us.
3. Methodology
3.1 Research Design and Context
An exploratory mixed methods approach was adopted in this work. The exploratory
approach was adopted because as described by Singh (2007) the current work is
concerned primarily with discovery and an attempt to gauge views, with the researcher
being the explorer. A design such as this, Singh (2007) explains further is not conclusive,
but explores the research questions, leaving room for further researches. Quantitative
data were sought to explore levels of rating in respect of usefulness for teachers, and
enjoyment for students of ICT devices and ICT-based activities. Qualitative data were
solicited to reveal what were the general opinions of teachers and students about ICTs
and their uses in the classroom. Analyses arising from both quantitative and qualitative
data were cross-checked in an adaptation of the sequential exploratory mixed methods
approach outlined by Creswell (2003) to arrive at answers to the research questions.
A sub-urban school in Central Trinidad was purposively selected for this work.
It was one of the first schools to receive the Government of Trinidad and Tobago s
subvention of laptops under the One Laptop per Child initiative which was
introduced in Trinidad and Tobago in 2010. This school is well equipped with many of
the ICT devices and there is even an ICT technician on staff to provide technical
support. Teachers at the school also participated in a 2-day training workshop to expose
them to the various skills and techniques that are necessary to integrate ICTs in the
classroom. In spite of all the efforts and investments in ICT methods at this school the
principal had raised concerns about the effectiveness and the benefits of the initiatives
and had approached the researcher on two occasions requesting a formal study that
will explore in the first instance, how students view the ICT initiative in terms of levels
of enjoyment during classroom learning and secondly how useful teachers feel ICTs are
to them for the design and execution of classroom learning experiences. An
understanding of both these concerns will provide an indication of the effectiveness of
the ICT integration initiative in this school, at the least.
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WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?
3.2 Instrumentation and Methods
Two questionnaires were created, one for teachers and one for students. In both cases
the questionnaires began with a list of different ICT-based activities, where a rating was
requested on a scale of
to
Section . Students rated their enjoyment of the
activities Hate it, Dislike it, Don t mind it, Like it, Love it whereas teachers rated the
usefulness of each activity. Teachers rated the usefulness of the activity on a five point
scoring scale from Not at all useful to very useful .
The second part of each questionnaire (Section 2) was a list of general statements
about ICT usage in the classroom and the participants simply ticked one of five boxes
(Strongly Disagree, Disagree, Neither Agree or Disagree, Agree or Strongly Agree), and
these were scored on a scale from 1 to 5 as well. The list of general statements for the
student questionnaire was, for the most part, different from those on the teacher
questionnaire, but there were some areas of similarities, though no identical statements.
Finally on the questionnaire (both teacher and student), there was a space provided for
any additional comments about views and opinions on the use of ICT-based activities in
classroom science learning. This allowed for immediate and direct qualitative data
which served to clarify further or reinforce the quantitative data obtained from the
ratings.
The questionnaires for the teachers were emailed to the fifteen science teachers
on the school s email listing and they were asked to complete and submit electronically.
Students questionnaires were printed out and they were allowed to fill these out
during class. The third form of this secondary school was selected. Students at this level
had been exposed to classroom teaching which involved the use of ICT-based activities
for two years so they would have a good amount of experience with these devices and
activities. The form level consisted of a total of 113 students aged 13 – 15 years
distributed almost equally in 4 classes. Thirteen (13) student questionnaires were
returned incomplete and these were discarded from the study, therefore a total of 100
students participated in the work (56 girls; 44 boys).
Students were reminded that it was a questionnaire of personal views and that
there were no right or wrong answers. To avoid unfair or inaccurate results, conferring
or sharing answers was discouraged. All teachers and students remained anonymous
and the results were kept confidential. Twelve (12) teachers responded to the
questionnaire. All these teachers teach some discipline of science to the students in the 4
participating classes.
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4. Results
4.1 Attitudes toward Different ICT-based Activities – Questionnaire Section 1
Teachers ratings of the usefulness of ICT-based activities and students ratings of their
enjoyment of ICT-based activities (as determined from the first section of the
questionnaires) are shown in Table 1. In each questionnaire (student and teacher), a
higher score meant a more positive response or a stronger agreement.
Table 1: Teachers and Students Views on Different ICT-based Activities
Activity
Average Rating of
Usefulness
Teachers (n=12)
Research
Communication
Simulations & Video clips
Data Management
Practical Demonstrations
Presentation of Information
(eg. PowerPoint)
Average Rating of
Enjoyment
Students (n=100)
4.22
4.12
4.04
3.92
3.61
3.53
3.72
3.82
3.89
2.84
3.90
2.91
While the data support simulations and video clips as a popular ICT activity among
both teachers and students, teachers rated research as the activity for which they found
ICTs to be the most useful. Students rated practical demonstrations as the most
enjoyable activity ICTs have allowed for in their science classrooms. Using ICTs for the
purpose of information presentations viz: PowerPoint presentations was surprisingly
the least popular ICT activity for both teachers and students. Despite its low popularity
score however, the qualitative responses provided by most students (questionnaire
section 2) suggest that PowerPoint presentations were used very frequently by their
teachers to teach science. The use of ICTs for the purposes of communication, which
both students and teachers identified as activities such as emailing, blogging and group
chats, was very popular (p=4.12 for teachers and p=3.82 for students). It is not entirely
clear whether the communication is school-related or social, but both students and
teachers use ICT resources for this purpose very often. Data management, which
included things like keeping records of students marks and preparing tests and quizzes
(for teachers) and typing up journal entries or essays/assignments (for students) scored
a high popularity among teachers (p=3.92) but was the least popular ICT activity for
students p= .8 . Overall, all six ICT activities were considered useful by teachers,
with each scoring an average rating above 3.0 and with a fairly narrow range in the
ratings. Within the student dataset, four ICT activities were considered enjoyable by
students, with a fairly narrow range in the ratings. These were: Practical
demonstrations, simulations & video clips, communication and research. Data
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management and information presentation were considered the least enjoyable ICT
activity among the students.
4.2 Teachers Views of ICT – Teacher Questionnaire Section 2
Section 2 of the teachers' questionnaire contained a set of statements about particular
aspects of ICT activities. ‚gain, the scale was = strongly disagree to = Strongly
agree Table . Quantitative data analysis revealed that PowerPoint emerged as a
frequently used ICT tool in science lessons and qualitative responses indicated that this
aspect of ICT was used mainly when whole-class lessons were taught. Teachers seem
convinced that students will pay more attention to notes/information if these are
projected on a screen. Teachers written responses about their use of PowerPoint were
suggestive of the fact that visual capture through projection on a screen via PowerPoint
presentations or video clips somehow grasps students attention and keeps them
focused on what is being presented. Two teachers indicated though, that the degree of
grasp and focus which presentations, video clips or computer simulations achieve is
initially very high, but that it is often short-lived. In other words students will not
remain focused on the presentations for long periods of time – an observation that was
explicitly reported on by (Donnelley et.al., 2011).
Table 2: Teachers opinions of ICTs and their uses
Statement
Average rating of agreement
(Teachers) n=12
I use PowerPoint often to display notes/information and diagrams
4.42
Students are more attentive when I use PowerPoint and computer
simulations/videos
Students enthusiasm levels in class are high when I use ICTs
4.33
My lessons objectives are more effectively met when I used ICT
activities in my lessons
ICTs are useful teaching/learning tools
Overuse of ICTs in lessons bores students
ICTs enhance the classroom experience for students
3.43
4.01
3.42
3.41
3.37
Teachers clearly believe that not only are there higher levels of student enthusiasm in
the class when ICTs or ICT activities are used to teach science, but that intended lesson
objectives are more effectively achieved when ICT activities are used in lessons. They
agree to a large extent (p=3.42) that ICT devices are useful teaching/learning tools and
that they have the potential to enhance the classroom learning experience for students
(p=3.37). Teachers seem however to believe that ICT devices and activities should be
used in moderation in the classroom to accentuate teaching and to ignite learning as
they share the collective view that overuse of ICTs will quickly bore students. All 12
teachers articulated in their written responses that there is much value in the use of
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ICT devices and ICT activities for the purpose of teaching and learning but they agree
unanimously that it is not an intervention that will work well if it is used in every single
lesson and in every class. One teacher even suggested in her qualitative response that
ICT activities might yield higher educational outcomes if it is used sparingly rather than
frequently.
4.3 Students Views of ICTs – Student Questionnaire Section 2
The student questionnaire also contained a set of statements about the use of ICT
devices and ICT activities in the classroom and the scoring was just as in the case of the
teachers: = Strongly disagree to = Strongly agree Table . The results indicated
that students found ICT activities very appealing: They make science lessons fun and
enjoyable (p=3.95), they make science easier to understand (p=3.74) and interesting
(p=3.70). Even though students indicated in section 1 of the questionnaire that
PowerPoint presentations were not a highly useful ICT activity to them, they agreed to
a very high extent that (p=3.88), that they preferred reading notes from PowerPoint
presentations than from the board. In their written responses, student explained that
video clips are amazing and makes it much easier to understand concepts than oldfashion teacher explanation or reading a textbook. Most of them indicated that they
liked the graphics, sounds and colors that PowerPoint presentations, videos and
computer simulations presented to them. These they suggest, made them want to learn
science.
Table 3: Students opinions of ICTs and their uses
Statement
Average rating of agreement
(students) n=100
ICT activities make science lessons more fun/enjoyable
I prefer PowerPoint presentations/videos/simulations instead of
writing notes
ICT activities make science easier to understand
ICTs and ICT activities make science interesting
‚n ICT activity is easier than a normal hands-on class activity
I would like if all my science lessons had ICT activities
3.95
3.88
I prefer virtual investigations/simulations (using ICTs) instead of real
experiments in a real lab
2.41
3.74
3.70
3.62
2.55
The only statements with which students had average disagreement with were I would
like if all my science lessons had ICT activities p= .
and more significantly, I prefer
virtual investigations/simulations (using ICTs) instead of real experiments in a real lab
(p=2.41). Students clearly appreciate and enjoy the infusion of ICT devices and ICT
activities in their science learning experience, but it seems very apparent that they are
not prepared to discard the traditional hands-on approach or even teacher-directed
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instruction. In some written responses, students suggested an approach for ICT
integration in which ICT devices and activities can be used early in lessons to arouse
interest and capture attention and later towards the end of lessons to summarize and
consolidate the lesson . One other suggestion emerging from students qualitative data
was that ICT activities should be used to complement in-class hands-on activities but
only sometimes.
5. Discussion
In both the student questionnaire and the teacher questionnaire, simulations and video
clips emerged as a highly popular ICT activity, an observation that was also found by
Willshire (2013) and even earlier in the technology evolution by Rogers and Finlayson
(2003). In both published cases, the views and opinions were sought from students and
teachers with characteristics similar to the participants in this work. Simulations, video
clips and demonstrations are excellent for illustrating abstract concepts and complex
relations and designs in science, therefore have a high degree of relevance in science
lessons, and may account for the high ranking it scored by both science students and
science teachers in published works as well as in the current work. For example, the
processes of nuclear fission and nuclear fusion, which cannot be replicated in a school s
laboratory, can be brought into the realm of reality through the use of video simulations
for students in a physics class.
In spite of the versatility which simulations and virtual experiments allow for,
Georgiou et al. (2007) emphasize that it will be a mistake for science teachers to opt to
teach and illustrate every concept or every phenomenon using virtual experiments or
video simulations. This was clearly reflected in this work (p=2.55) when students were
asked if they would like ICT activities in all their science lessons. The ease of access, low
cost and independence which virtual methods can be lauded for make it very tempting
for science teachers to choose them for classroom activities, but Darlington (2009)
cautions that for those hands-on activities that facilitate the development of
measurement and manipulative skills, the simulations are a poor substitute. Students in
this work were unanimous in their views on this – almost all students said, in some
form, through their written responses that there was a high place for hands-on practical
activities in their science classes. Indeed it seems, that even with the high attraction of
ICTs and ICT-based activities, students in Trinidad and Tobago still prefer to learn by
doing than by seeing or hearing. Taking careful note of this finding therefore, teachers
are advised to always bear in mind the intended learning outcome or skill development
before selecting an ICT activity over a hands-on activity for classroom learning.
Students in this work expressed a view that ICT activities should be used
sparingly instead of frequently, a view that echoed clearly from the work of Sang (2005)
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in which students suggested that multimedia should be an enhancement, not a
replacement. In fact, a number of students in this work, through their written responses,
alluded to the fact that simulations are more effective if they are used in conjunction
with hands-on experimentation. Also noted, though implicitly, in the report by Sang
(2005), but expressed clearly in this work is the caution that arbitrary use of ICTs just for
the sake of using them can create a dispassionate learning environment. When students
are unable to see the value ICTs adds to their learning they are prepared to reject even
the best intended ICT integration effort. This notion was explicitly stated in the written
responses obtained from 53% of the students in this work.
A most interesting observation which emerged from this work was the apparent
contradiction in view held by students about the use of PowerPoint. Students ranked
PowerPoint as the least enjoyable (p=2.91), however when asked specifically about the
use of PowerPoint over traditional methods of information presentation, students gave
it a fairly high rating (p=3.88). While it is not clear from this work why there is this
apparent contradiction in views, the work by Donnelly, McGarr and O Reilly
,
may give an indication. Donnelly et.al (2011), reported that students easily become tired
of ICTs if they are subjected to ICT overload – if ICT is foisted upon them in every
lesson – for example if students go from History class to Geography class to Science
class and all of these lessons are taught using PowerPoint presentations. This may
perhaps explain the low, disapproving results (p=2.55) obtained when students were
asked to indicate their opinion to the statement I would like if all my science lessons
had ICT activities. However, when asked to consider ICTs against traditional
approaches the results were much higher (p=3.88). It would seem that students like
PowerPoint presentations, and noting that it is the most frequently used ICT activity
among teachers in this work (p=4.42) students perhaps experience PowerPoint overload
which may account for their general view that ICTs should not be used in all lessons
but instead should be selectively used in science teaching. Further exploration of
students views and opinions with specific emphasis on PowerPoint overload will be
necessary to explain completely this observation revealed here.
Students learning styles too seem to influence their views on the use of ICTbased activities in the science classroom. The qualitative responses given by students in
this work seem to suggest in a general way that students who viewed themselves as
spatial and kinesthetic learners felt hampered when having to interact with simulations
and video clips when learning about dynamic processes such as chemical reactions or
circuit arrangements while those who see themselves as linguistic or interpersonal
learners were very positive about the use (or overuse) of ICT-based activities such as
reading through PowerPoint presentations or quietly sitting at a computer terminal
following instructions and making observations. These findings are instructive for
teachers not only science teachers and not only for teachers in Trinidad and Tobago but
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as Le Fever (1995) and Akdemir & Koszalka (2008) also explained that the use of ICT
devices and the selection of ICT-based activities should be carefully crafted into science
lessons in ways that match the learning style diversity of the class. In other words, even
if ICT devices and activities are used, some segments of the lesson should include
activities for those learners who do not fully appreciate ICT intervention.
It would seem that in the Trinidad and Tobago context, there is an undeniable
favorable response to ICT related activities in science learning. Students reported that
science lessons were more fun, enjoyable and interesting when ICTs were used in their
execution (p>3.70). Many even indicated that the infusion of ICTs made science easier to
understand. Abdullah (2014) cautions however that if ICT infusion makes the classroom
experience too relaxed for students, that students will not treat the lesson seriously
and that the lesson may fail to achieve its intended objections. This too is noteworthy
for science teachers in Trinidad and Tobago, as it highlights the need for them to ensure
that even when they strive to make classroom learning fun and exciting for students,
that they should not forget that instruction and activities should always be tailored to
ensure that meaningful learning occurs as well.
Teachers and students in this work indicated through quantitative and
qualitative data, that computerized notes and diagrams are not only vivid and attention
capturing, but can be used repeatedly and can be easily edited for use in classroom
teaching. In general, students like the visual appeal ICTs offer in the classroom and
teachers like the fact that they can use ICT tools for research purposes when preparing
class notes, activities and worksheets. In the latter aspect, this work aligns well with
that of Koehler and Mishra (2009), who also found that the research utility that ICTs
facilitate was a highly popular use among teachers in general (science and non-science).
6. Conclusion
ICT devices and ICT-based activities, when effectively infused in science teaching can
facilitate greater learning in the science class. It has the power to engage students and to
open up new avenues of knowledge accessibility. However, a balance must be arrived
at between using computer simulations, demonstrations, PowerPoint presentations,
virtual experiments, real hands-on, practical activities, and traditional collaborative
group work. The absence of modern ICT approaches in a science classroom will make
the science learning experience dull and antiquated and will not facilitate the
development of a 21st century skills-set among students. It would also make it almost
impossible for teachers to give students a feel for some processes and phenomena that
otherwise traditional teaching and learning methods would not allow for. On the other
hand, transforming the science classroom into a virtual environment devoid of real
demonstrations or apparatus would not be a true image of what science is – it is after
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all, a hands-on subject. A heavy reliance on computers to teach science creates distance
between teacher and students and serves only to make the learning process impersonal
and uncompassionate. The fact is that students enjoy the awe and novelty of occasional
ICT infusion, but do not want to be victims of ICT overload. When used judiciously,
ICT can make science easier to understand and enjoyable for students, but teachers still
have to plan their lessons and instruct, explain and elaborate, bearing in mind the range
of learning styles in the classroom. It will be a mistake for any teacher of any subject to
believe or to expect that technology could do the teaching for them or make them less
accountable to the profession.
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WHAT STUDENTS AND TEACHERS IN TRINIDAD AND TOBAGO SAY?
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