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=The use of ICT to support Inquiry= | =The use of ICT to support Inquiry= | ||
{{adaptedfrom|Fibonacci Project|Reference|Information and communication technologies provide today powerful tools for supporting inquiry-based education in mathematics and science. These tools are quite diverse | |||
* specific educational interfaces developed for supporting the collection and analysis of experimental data in a diversity of scientific domains; | |||
* microworlds attached to specific scientific or mathematical domains, as are in mathematics the various software tools for algebra, calculus and geometry; | |||
* simulation tools such as Net-Logo which make possible the exploration the behavior of complex systems, and the identification of regularities often not easily accessible through pure analytic work; | |||
* more general tools such as spreadsheets, statistic software, tools for numeric and symbolic computations, for graphical representations, not necessarily designed for education but converted then into educational tools. | |||
Most of these ICT tools, implemented in hand–held devices or computers, have been present in the educational area for two decades at least. Their potential for supporting experimental practices and inquiry-based learning in science and mathematics has been investigated by educational researchers and attested in experimental settings. However, their influence at large on mathematics and science education has remained quite limited. But the situation is getting better as EU projects (e.g. Intergeo and InnoMathEd) and national projects (e.g. in the Netherlands and Germany) show. In the last decade, Internet technology has substantially moved this educational landscape: | |||
* making many of these technologies accessible online, and leading to new forms of educational objects, such as so-called applets (small interactive software components that can be accessed through an Internet browser); | |||
* giving easy access to a huge amount of information, whatever be the question at stake, and to professional data bases; | |||
* leading to an exponential increase in the number of resources produced both for students and teachers, by individuals, collectives or institutions, and changing the usual patterns of production and dissemination; | |||
* supporting the development of collaborative practices both on the side of students and teachers, and the development of networks. | |||
Dynamic worksheets which are more and more used for supporting inquiry-based learning in mathematics and science illustrate this move. Following the idea of a traditional worksheet, a dynamic worksheet is a document written in HTML that includes applets to be viewed at the computer screen. This technical basis enables the integration of texts, graphics and dynamic configurations. The learning environment can productively combine experiments on the computer screen with more traditional paper and pen work when the students have to put down notes and sketches in their study journals. The potential offered by ICT for supporting inquiry-based practices in mathematics and science education, for moving from local to global influences and successes, is thus substantially transformed; in Fibonacci, we use ICT to improve inquiry-based education. This being said, we would like to stress some important points. ICT offers evident potential for supporting inquiry-based learning in mathematics and science. This does not mean that ICT tools must be given a predominant role. | |||
Experimental work can and must also develop with more classical objects and technologies. Virtual experiments should not replace real experiments. These are especially important for approaching new fields, new domains of experience. For instance, an adequate development of spatial and geometrical knowledge with young students cannot just be achieved by using a Dynamic Geometry Software (DGS), whatever is the quality of this use. It also requires working with objects and models in different spaces, not just in the micro-space of the sheet of paper or the computer screen. | |||
ICT offers evident potential but actualizing this potential requires appropriate tasks and guidance of the teacher. As shown by research developed in that area, real creativity must be developed in terms of tasks, and not just adaptation to the ICT environment of tasks which have proved to be effective in more standard environments. This makes the collective elaboration and exchange of resources | |||
in Fibonacci especially important. The same can be said regarding teachers’ practices. Benefiting from the learning potential of ICT technology requires from the teachers new forms of orchestration and guidance whose requirements have | |||
been underestimated until recently. | |||
In summary, ICT creates today a new ecology for inquiry-based education in mathematics and science education, that the Fibonacci project must take into consideration, without underestimating what a productive use of ICT requires in terms of design and teacher expertise.}} | |||
If you're interested in using ICT to support the full Inquiry process, you should consider exploring the [http://www.nquire.org.uk www.nquire.org.uk], discussed in the context of use [http://www.open.ac.uk/research/research-highlights/education/giving-children-the-power-to-be-scientists.php here], and another OU tool - [http://www.learningemergence.net/tools/enquiryblogger/ Enquiry Blogger]. | If you're interested in using ICT to support the full Inquiry process, you should consider exploring the [http://www.nquire.org.uk www.nquire.org.uk], discussed in the context of use [http://www.open.ac.uk/research/research-highlights/education/giving-children-the-power-to-be-scientists.php here], and another OU tool - [http://www.learningemergence.net/tools/enquiryblogger/ Enquiry Blogger]. | ||
