INTEGRATION OF ICT IN CHEMISTRY By Syed Fayyaz

INTEGRATION OF ICT IN CHEMISTRY By Syed Fayyaz Hussain Lecturer Chemistry Department And Sameen Mustafa Lecturer IT Department

Introduction Information and communication technologies are not a panacea or magic formula But they can improve the lives of everyone on this planet

Introduction q The rapid escalation and advancements in ICT, low cost and increased power of computers has given an easy access to information q Technology not only inspires learners and boost their motivation level, but also connect them to a range of information sources and enhance mutual learning

Areas of ICT Integration curriculum lesson (micro) (macro) topic (meso)

q Examples of such ICT integration are multimedia curricula delivered in CD-ROMs or web-based courses q This is the initial level of integration that we have done in our research

Rationale and Background q Integration of ICT into teaching and learning is not a novel concept q It has gained the worldwide popularity because of rapid emergence of web technology q ICT is basically a tool. It can take the form of hardware, software, or even both q In the educational context, it is considered as the utilization of various computer resources

Research Questions Assess whether the ICT integration carried out in chemistry department of higher secondary school is beneficial for the students Does it increase the efficiency of teachinglearning process?

Definition of Key Terms The term ‘technology integration’ refers to the use of computers and the Internet to facilitate the process of teaching and learning across the curriculum of both the educational boards at college being researched

Context of the Study The shift from teaching to learning as a paradigmatic change in the way we learn in Higher Education can be highlighted in this age of digital information This shift indicates a new progression in education that affects profoundly the ways we are used to hold our lectures

The innovative powers of the latest technologies paved the way for the creation of substitute paths to information sources for teachers and students alike The facilitators and mentors have to adapt to the new role of the lecturer A shift from the traditional teaching style to a position where mentors instruct and assist the more independent, self-directed learning processes of the students

ICT Integration in Education According to different authors (UNESCO, 2004; Grégoire, Bracewell & Laferrière, 1996; Karsenti & Larose, 2002; Tardif, 1998), ICT in education is the use of combined technologies for not only processing information but also disseminating it for purposes of learning and educational expansion

ICT Integration in Chemistry q It has now become a necessary part of education to master the basic skills and concepts of ICT q Science teachers need to know exactly how ICT is used as a teaching and learning tool, for their own purposes and to help students to use them q This action research is an initiative to integrate ICT as a tool in the chemistry classroom with the overall aim of increasing the effectiveness of teaching and improving students’ learning

Cycles of ICT Integration The integration involved two cycles First cycle was periodical and only limited to one chapter of the curriculum At this level a chapter was taught with the aid of animated videos and presentations The learning resource was compiled in CDs and was made available in the college’s library

Cycles of ICT Integration The second cycle was carried out as an extension and improvement of the first cycle This cycle included development of resources of the entire curriculum of chemistry The resources were built in form of web logs as to share information beyond class boundaries, and resolve the issues related to CDs

Research Methodology Research Model • The research is purely qualitative Research Design • This action research a group of 30 students are selected and their responses were gathered through semi structured interviews Population Sample • A group of students of different board , first year and second year Pre-Medical and Pre – Engineering group Instrumentation • A list of open-ended questions for semi-structured interview was prepared

Findings After feedback taken from students and teachers on the second cycle and reflection on it, more organized and advanced resources were made and categorized according to the two examination boards the college is following This work is still in progress for making the resources more effective and productive for the students

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