Science
Student Learning
Each student having an iPad has meant that individual learning can occur at a pace that suits the student, especially when using apps to support learning.
The use of virtual practical simulators such as Focus elearning has enabled Science educators to supplement and redefine practical work. Students can generate individual data through the manipulation of the variables using the virtual practical simulator. Because practical work can now be achieved more quickly, more time is spent on student discussions, leading to a deeper understanding of the scientific concepts being studied.
The Camera app has enabled students to redefine their learning either through video capture or from taking photos. In a Year 10 lesson on stomata, students are were able to take photographs of what they could see. This provides them with an image that can be saved and referenced in later work. Excellent images were then passed to other students with poorer preparations using Airdrop. In a Year 7 lesson on chemical indicators, students used the time-lapse video function to record the colour changes that occur when an alkali solution is added to an acidic solution in the presence of Universal Indicator solution. Students were able to refer to the video in a subsequent lesson to compare observations, when using a different indicator.
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Science educators use a range of apps such as Socrative that allow whole class feedback. These apps often have multiple choice question functions. These questions can be written, saved and shared as tests or quizzes. Using the iPad appears to be a more comfort option for students compared to using mini-white boards, even though the questions can be complex and require substantial thinking.
Teaching with iPad
As Science educators, we have found the use of apps such as Explain Everything to transform how we provide feedback to students following a major piece of formative assessment. The video that has been produced has been shared with students using the Google Classroom platform. Students are then able to access highly detailed feedback and respond to the feedback individually while remaining focused. This is a substantial change to a traditional approach of self-marking from a paper mark scheme or orally delivered teacher-directed feedback.
The use of Apple classroom allows Science educators to integrate technology into our behaviour management within our classroom teaching. Running the app ensures that all our students are focused on the learning that we wish them to be doing. It allows the educator to monitor the learning that is occurring. It reassures the student that they are learning in a digitally safe environment free from online threats.
Increasingly, our Science educators are using the mirroring function on Airplay, linking their iPad to a digital whiteboard. This then allows all students to watch how the educator is operating an app or completing a task. This reduces educator explanation time, freeing up time for discussion and allowing students to work independently on tasks.
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Students have amazed teachers at times with the work they are able to produce through the use of different apps and online resources. One such example was when Year 7 and Year 8 students were entered into a Pfizer competition on superbugs. Students were able to create very engaging videos with text which won third place in the competition on superbugs.