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PUBLICATION INFORMATION

TITLE OF PUBLICATION

THE APPLICATION OF TECHNOLOGY TO ENHANCE CHEMISTRY EDUCATION
EDITORIAL IN CHEMISTRY EDUCATION RESEARCH AND PRACTICE ISSUE 3, 2013

NAME OF AUTHOR(S)

Editors, Michael Seery and Claire McDonnell

NAME OF PUBLISHER

Royal Society of Chemistry - Chemistry Education Research and Practice

YEAR OF PUBLICATION

2013

LANGUAGE OF PUBLICATION

English

PUBLICATION TYPOLOGY

Newspaper / Magazine article

TARGET GROUP OF PUBLICATION

School Directors, Researchers, Teachers

SIZE OF THE PUBLICATION

Over 10 pages

DESCRIPTION OF CONTENTS

This is the editorial article for a special edition of Chemistry Education Research and Practice, published in Summer 2013. Michael Seery and Claire McDonnell are award winning educators at Dublin Institute of Technology who have embraced the use of technology to enhance chemistry education.
The editorial sets the scene for the other articles in the special edition, reflecting on older issues of University Chemistry Education that addressed topics like:
- videos
- simulations
- modelling
- transferable skills
- cognitive load.
The articles in the issue demonstrate that technology does have a place in chemistry teaching, but awareness of where it is appropriate and can enrich what is already done is needed. Benefits of effective incorporation include making available clear explanations as well as opportunities to practice skills and knowledge and to obtain feedback immediately.
It is also important to realise that multimedia resources can be utilised to provide learners with cognitive scaffolding and, once an appropriate design and effective facilitation are in place, tools such as wikis and discussion
boards can enhance communication and collaboration between learners.
Some studies reported in the issue show ample
awareness of the pedagogical effectiveness of the particular technologies employed as well as careful design of the learning environment.
The authors assert that the teacher cannot be replaced by technology but can use it as an effective supplement to the learning and teaching process.
They include descriptions of the latest modes of teaching including 'flipped lectures' or 'inverted classrooms', which some educators report as a more effective use of time in the classroom versus homework.
The full issue of Chemistry Education Research and Practice can be read free on-line or downloaded and the contents include:
Line-up, line-up: using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module by Barry J. Ryan

Diagnosing pre-service science teachers' understanding of chemistry concepts by using computer-mediated predict–observe–explain tasks by Burcin Acar Sesen

Implementation and assessment of Cognitive Load Theory (CLT) based questions in an electronic homework and testing system by Derek A. Behmke and Charles H. Atwood

Interactive simulations as implicit support for guided-inquiry by Emily B. Moore, Timothy A. Herzog and Katherine K. Perkins

Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs by Ron Blonder, Moshe Jonatan, Ziva Bar-Dov, Naama Benny, Shelley Rap and Sohair Sakhnini

How does viewing one computer animation affect students' interpretations of another animation depicting the same oxidation–reduction reaction? by Deborah P. Rosenthal and Michael J. Sanger

Using computer simulations in chemistry problem solving by Spyridon Avramiotis and Georgios Tsaparlis

Using wiki to create a learning community for chemistry teacher leaders
by Y. Shwartz and D. Katchevitch

Research-based design and development of a simulation of liquid–vapor equilibrium by Sevil Akaygun and Loretta L. Jones

On the development and assessment of a computer-based learning and assessment environment for the transition from lower to upper secondary chemistry education by Moritz Krause, Stephan Kienast, Torsten Witteck and Ingo Eilks

REVIEWER’S COMMENTS ON THE PUBLICATION

This publication is so relevant to the whole premise of the Chemistry Is All Around Network Project. The editors are Irish and one of the papers is by an Irish colleague but the other contributors are by international authors.
The issues with chemistry as a subject for lifelong learning which has suffered from the effects of negative perceptions are international issues. Research world-wide to try to address these perceptions is multi-faceted and on-going.
Cognitive Load Theory has been referred to in considering 'Students' Motivation' and 'Teacher Training' and now it resurfaces in 'Successful Experiences'.
In tandem with the Chemistry is All Around Us Network activities, the issue of Chemistry Education Research and Practice confirms the need to use technologies appropriately to enhance the teaching and learning of chemistry. This set of papers, starting with the excellent editorial, is highly relevant and recommended.

WHERE TO FIND IT

http://pubs.rsc.org/en/content/articlepdf/2013/rp/c3rp90006a

and

http://pubs.rsc.org/en/content/articlelanding/2013/rp/c3rp90007j/unauth#!divAbstract

PDF OF THE PUBLICATION

46_Michael Seery and Claire McDonnell Technology and chemistry education.pdf

NAME OF THE REVIEWING ORGANISATION

Limerick Institute of Technology

Comments about this Publication

Your comments are welcome

Date: 2014.04.07

Posted by Dominique Lambert (Belgium)

Message: This publication stresses the importance of the use of new technologies in chemistry teaching, by stating that it is an essential part of the education. In particular it explains the importance of the Cognitive Load Theory considering how new technologies help to reduce students’ loads in learning new concepts and how students learn better by practicing. A practical and useful example has been given concerning the use of e-resources that simplify students’ observation of the simulations represented.
The publication also mentions the importance of giving students the possibility to openly discuss topics and genuinely use their problem-solving skills.
A critical aspect evidenced by the publication is the low consideration of the “e-learning” among the teaching methods, maybe due to the poor design of the technology; a solution proposed is therefore the implementation of those practices involving students in group works and discussion and letting them have an immediate feedback. What is more useful in this publication is the suggestion of different ICT methodologies and practical group exercises that result in a detailed and interesting source for teachers.

Date: 2014.04.03

Posted by Eva Smreková (Slovakia)

Message: Message: This publication presents papers published in a special edition of the magazine “Chemistry Education Research and Practice, Summer 2013” The papers analize some applications of technologies to chemistry education: simulations, videos, wiki learning, forum. It is a brief summary of 10 papers presented in the above issue.From paperst is clear that in any case a good teaching practice can not be replaced by technology that should constitute a support and a complement to increase the effectiveness of teaching and the need for continuous training of the teacher who is seen in a new perspective: no more in the position of expert of knowledge only but as a potential co-learner with the students. Papers presents interactive simulations in which students can learn through experience rather than through concepts given ,videos allowing students to compare predictions with observations, wiki-learning and forums to improve communication and collaboration among students through sharing etc. Important topic that is pointed out in this publication is the awareness that the pedagogical effectiveness of particular technologies is dependent on careful design of the learning environment.

Date: 2014.03.04

Posted by Enza Lucifredi (Italy)

Message: The paper presents various papers published in a special edition of the magazine “Chemistry Education Research and Practice, Summer 2013” The papers analize some applications of technologies to chemistry education: simulations, videos, wiki learning, forum.
These applications appear to reduce the cognitive load, thus facilitating learning. From the reported studies it is clear that in any case a good teaching practice can not be replaced by technology that should constitute a support and a complement to increase the effectiveness of teaching
The publication is relevant because it stimulates the use of technology in a different way as function of different learning objectives.
A survey realized in 2008 from the Higher Education Academy in the UK highlighted that the e-learning is considered by students at the last place in terms of use and enjoyment. This could be overcome by better design and better alignment of technology applications to the learning objectives.
The paper suggests a targeted use of new technologies. It stresses the need for continuous training of the teacher who is seen in a new perspective: no more in the position of expert of knowledge only but as a potential co-learner with the students, in some circumstances.
The publication proposes some ICT applications:
- Interactive simulations in which students can learn through experience rather than through concepts given
- Videos, allowing students to compare predictions with observations.
- Wiki-learning and forums to improve communication and collaboration among students through sharing.
- Guided activities for online work at home that allow students to respond in a phased manner and foster independent learning.
The publication suggests several ICT applications, some of which can be easily used and stimulates to design new teaching strategies.

Date: 2014.03.03

Posted by Katerina Salta (Greece)

Message: This publication is an introductory article of a special issue of the Chemistry Education Research and Practice (CERP) journal on “The Application of Technology to Enhance Chemistry Education”. The article provides a brief summary of 10 papers presented in the above issue. From this summary, some interesting topics regarding the integration of technology into chemical education are emerged. First, the role of cognitive load theory as a basis for considering how technology can help novice learners as they engage with new material is discussed. Second, the role of technology to provide an effective means to actively engage students in learning, facilitate group collaboration, and support self-regulated learning is reported. It seems that multimedia tools such as wikis can enhance communication and collaboration between students. The most important topic that is pointed out in this publication is the awareness that the pedagogical effectiveness of particular technologies is dependent on careful design of the learning environment. …“Thus, the technology is not intended as a replacement for good teaching practice but as a means to enhance and support it.”

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.