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This paper details a digital technology solution to a problem that arose during a science lesson in an early years class. The teacher used the opportunity to enable the children to apply their knowledge and skills of a software application developed in a recent ICT class. Using the age-appropriate a...

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Published inTeaching science (Deakin West, A.C.T.) Vol. 66; no. 4; pp. 5 - 10
Main Author Preston, Christine
Format Journal Article
LanguageEnglish
Published Deakin Australian Science Teachers Association 01.12.2020
Subjects
Attitudes
Computer Software
Digital technology
Early childhood education
Educational software
Educational Technology
Foreign Countries
Foundation year
Handheld Devices
ICT in education
Kindergarten
Learning
Mobile technology
Motion
Preschool Children
Programming
Science
Science education
Science Instruction
Science teaching
ScratchJr (Software)
Social aspects
Software
Study and teaching
Teachers
Teaching Methods
Technology
Technology Uses in Education
Telecommunications
Australia
New South Wales
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Summary:This paper details a digital technology solution to a problem that arose during a science lesson in an early years class. The teacher used the opportunity to enable the children to apply their knowledge and skills of a software application developed in a recent ICT class. Using the age-appropriate app, the students could communicate their learning about forces in a visual way using toy cars. They successfully designed a set of instructions to code a digital story using visual block programming. The children's creation of digital stories also communicated their understanding of science concepts relating force to motion. [Author abstract]
Bibliography:Refereed article. Includes bibliographical references.
Teaching Science, Vol. 66, No. 4, Dec 2020: 5-10
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ISSN:1449-6313
1839-2946