Standard+1.3.4

=Exhibit and share current skills in the use of ICT in the classroom to meet the syllabus outcomes in the following: =
 * =Operational skills =
 * =Information technology skills =
 * =Software evaluation skills =
 * =Effective use of the Internet =
 * =Pedagogical skills for classroom management. =

For many years I have incorporated ICT into my lessons and encouraged my students to use ICT in their everyday work.

I have presented workshops on the use of specific programs for the [|AIS] and had articles such as [|Animating Science] and [|Accessing the Power] published in SEN to share these skills with the wider science education community

I have used self paced units of work for many years and I am currently developing resources for “flipped” classrooms. I find or make resources e.g. podcasts, YouTube videos etc, that my students access through iSchool or in Box.net, which enable them to go through the, often, highly factual material that is required in their courses. They prefer these activities as homework.

‘[|History]’ and ‘[|Malaria - Case Study]’ were prepared for my year 12 Biology class. The students watch the videos, listen to the podcasts or go to the web pages out of class time. In class we work on the activities. This means that we can work on the higher order skills in class time, where we have discussions and practice effective response writing. This also frees me to help individuals as required as I am no longer ‘conducting’ the class. The provision of resources means that I can guide and facilitate the students’ skill development. This means that we are not rushing to cover content but work on enhancing understanding. The pedagogical model of the flipped classroom changes the classroom dynamic in a way that allows the teacher to become more of a guide and mentor and the students, having accessed the factual material themselves often initiate discussion and value the information more as they have been active in their learning.