About two-thirds of Slovene secondary schools received computers equipped with dataloggers and sensors to be used in teaching Physics, Chemistry and Biology. Later it was recognized that only a couple of Biology teachers were using the donated equipment in their classrooms or laboratories. The questionnaire, intended to investigate the situation, was posted to schools which had received a donation. Based on the answers, it was possible to assign computer applications from one of the three groups. In the first group were these applications (word processing, e-mail and internet use) towards which teachers have positive attitudes and that they do use for school work. The common element is that teachers can work at home and then use the materials in the classroom. In the second group were applications (presentations, use of data loggers, computer programmes and virtual laboratory) towards which attitudes are positive, but which teachers do not use because of the overloaded curriculum, lack of equipment, and inappropriate training. In the third group are applications (computer games and programming), about which attitudes are negative and which teachers do not use. The Introduction of such applications into teaching is at the moment far from realistic.
Considerable pedagogical advantage may be gained by the integration of the different ICT tools commonly used in teaching science and technology, particularly by integrating "real" and "virtual" laboratory activities. In the context of this paper, "real" laboratories involve benchtop experiments utilizing data acquisition systems while "virtual" laboratories entail interactive simulations and animations. Examples of such integrated activities are described; namely, (i) the study of wave phenomena using sound and (ii) a study of motion in one dimension. Such integrated computerized teaching tools also provide an opportunity for a greater level of integration of different science and technology disciplines.
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