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ICT in the science department 1602 © CLEAPSS 2005

writers to word processors, record books to databases, encyclopaedias to CD-ROMs

and the Internet, overhead projectors to data projectors and interactive whiteboards.

Today, the latest computer-based systems are increasingly integrating the older,

separate technologies.

The range, sophistication and cost of ICT mean that very thorough planning and on-

going management is required. Staff time is as essential as money to ensure success-

ful implementation of useful ICT facilities. Careful selection, installation, training,

and maintenance of ICT systems are vital.

ICT should be a basis for more effective teaching and learning in science. However,

over the years, there have been many instances where money has been wasted on

unproven, but well-marketed, ICT products. Used only a little, such items gather dust

until they are so out of date that they are thrown away. Therefore, especially when

budgets are limited, it is important to achieve the right balance between expenditure

and time spent on ICT and other, possibly less-glamorous, resources that are essential

if science is to be taught well.

Science can be exciting without using any modern ICT. CLEAPSS argues that the

most important factors in a good science lesson are a knowledgeable, enthusiastic

teacher and hands-on practical work. Videos and computer simulations should never

replace real practical work, only complement it. We believe that practical science is a

far more exciting way to stimulate the next generation of scientists than the use of

ICT substitutes. If not convinced, compare the response of year 10 pupils to a live

demonstration of a spectacular chemical reaction to a video clip of the same procedure.

16.3 Managing ICT

The use of ICT in science should be part of an integrated school-wide initiative. The

success of ICT in any curriculum area very much depends on a well-managed ICT

policy at senior management level

Before developing ICT resources, there is a need to create the role of science ICT co-

ordinator. This may be the head of science or a teacher reporting to the head of the

department. The coordinator should be aware of, or become familiar with, the ICT

needs of all members of the department (teachers, technicians and pupils). Although

different users have different requirements, an overriding aim should be to achieve

the highest possible level of ICT compatibility both within the department and the

rest of the school. The coordinator would also represent the science department on any

school-wide ICT-users’ group.

An effective science ICT coordinator will need to consider the following issues.

16.3.1 Funding

Analysis of targeted funding provided by the government for ICT development in

schools has sometimes indicated that a disproportionate amount of expenditure is

channelled into the school’s computing or IT department. Occasionally, science has

only been able to fund its ICT developments from the standard departmental budget.

The science ICT coordinator will often need to investigate wider-ranging sources of

finance. For example, parent-teacher groups are often willing to contribute towards

specific ‘high-profile’ ICT projects. Various local and national initiatives offer financial

support for ICT and the science ICT coordinator will need to be aware of opportunities

to tap into such funds.

Numerous publications concerning strategies for successful management and funding of ICT in schools are available as free

downloads from the British Educational and Communications Technology Agency web site: www.becta.org.uk.

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