This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
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An Integrated Use of the Interactive Whiteboard and Experiments
A science dissertation, within the framework of the “Chemistry is All Around” project
Jérôme Kariger
HELMo (Haute École Libre Mosane) Sainte-Croix
Liège, Belgium
Abstract
The current context [1] shows that ICT are increasingly present in everyday life. In this respect, education tries to integrate ICT in classes [2 and 3]. An interesting evolution must be emphasised in the diffusion of ICT [4 and 5], but the path is still long. ICT, and particularly the IWB, belong in the investigation approach [6] and enhance each phase students go through. Moreover, ICT have many benefits that can be sorted in the four poles of use described by Bétrancourt [7]. According to Duroisin [9], the interactivity searched with the IWB, and broadly speaking ICT, make it possible to develop interactions within the class, help the teacher make learning more individual and thus homogenise students’ performances. Thanks to an observation internship carried out in the United Kingdom, it was observed that teachers make little use of the interactivity of the IWB but made up for this loss with the interactivity of other ICT tools present in the classroom. Based on these observations, the experiment carried out in a 3rd year class, socio-educational transition, aimed to implement sequences that intelligently integrated the IWB and ICT resources in order to foster interactions in class to improve learning. At the end of this experiment, using questionnaires, it emerges that the structuration phase remains a key moment in the integration of concepts, even though they have been gradually discovered throughout the sequence. It also emerges that ICT really motivate students and therefore foster their involvement in the lesson. Finally, in spite of the objective targeted during the creation of the sequences, the IWB-students interactivity was not sufficiently encountered, showing that implementing this approach is difficult. At the end of this work, it can be concluded that the IWB integrates perfectly in the investigative approach carried out during science lessons, that adapting a “traditional” lesson to the IWB is not enough, but that the lesson needs to be rethought from top to bottom and that fostering students-IWB interaction is crucial. This work opens the way to other research possibilities such as developing a sequence that is similar to those already created, but in which laboratory experiments are central; or else creating a leaflet addressed to teachers with intelligent methods to use ICT in education.
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National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.
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