ICT and Primary Science: A Teachers Guide

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  1. Teacher guides
  2. Oxford International Primary Science: Teacher's Guide 1

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Teacher guides

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Teaching science: we're doing it wrong

Menu Search Account Basket. Teacher's Guide 1 Printer-friendly view Share this. Oxford International Primary Science: Teachers of primary science students from ages Price: Description Oxford International Primary Science takes an enquiry-based approach to learning, engaging students in the topics through asking questions that make them think and activities that encourage them to explore and practise.


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Features Takes an enquiry-based approach to learning, following the principles of the scientific method Contains activities specifically designed to make content accessible for EAL students Provides full support for second language teachers and learners Engages students from the outset with large, exciting high-quality photographs and artwork This page was last updated on 16 September at Table of Contents How to be a Scientist 1: While the Department of Education and Skills issues a list of the minimum resources needed to implement the practical work, the list is indicative only.

Teachers can access the National Council for Curriculum and Assessment website at www. The Primary School Mathematics Curriculum highlights the importance of enabling children to think and communicate quantitatively and spatially to solve problems, to recognize situations in which mathematics can be applied, and to use appropriate technology to support such applications.

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Providing more detail to support the use of technology in the classroom, the Teacher Guidelines for Mathematics refers to specific examples of the use of technology in mathematics, including calculators, ICT applications, such as drill and practice programs, adventure programs, databases, spreadsheets, LOGO computer language, and the Internet. Recent studies have found that a majority of teachers report feeling comfortable using computers in their teaching, but the use of technology by students is a regular feature of only a minority of primary school mathematics or science lessons.

At the lower secondary level, online interactive resources, digital projectors, laptops, and other configurations such as visualizer and sensor technology are used in science lessons in many schools.

Oxford International Primary Science: Teacher's Guide 1

At both grade levels, access to high speed broadband and greater access to technology in the classroom, alongside the development of ICT in the mathematics and science curriculum, is significantly influencing and gradually changing how teachers use ICT in the classroom and in their approach to accessing input from science and mathematics expertise online. While post-primary teachers have reported extensive use of ICT in the preparation of lessons and in presenting content during lessons, student use of ICT is much less frequent.


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The mathematics curriculum provides for the introduction and use of calculators in mathematics from Grade 4 onward, by which time students should have acquired a mastery of basic number facts and a facility in their use. In addition, the curriculum advises teachers to allow calculator use for the purpose of checking estimates, performing long and complex computations, and providing exact results to difficult problems.


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However, the curriculum stipulates that students need a sound understanding of numbers to make judgments about when it is appropriate to estimate, to calculate mentally, to make a calculation on paper, or to use a calculator for an exact result.