ABSTRACT
In Chapter 8 we argued that science learning for primary school children can be significantly enhanced by ICT as part of the learning experience, especially when it is set in the wider context of a digitally literate classroom. It follows that science teaching is enhanced when the teacher has a good level of digital literacy and the skills to use ICT well. This entails keeping up to date with the extremely rapidly changing landscape of computer and other information technologies and with the greatly expanded range of technological tools now available for classroom use. This chapter considers the range and uses of ICT tools, with particular attention to how the teacher uses them in advancing children’s learning. The first section lists four aspects of the use of ICT which structure the rest of the chapter. Most attention is given to two of these: the range of available tools and their selection for different purposes. Later sections deal more briefly with ensuring children’s familiarity with ICT tools, and the importance of CPD for teachers.
