I learned a lesson a few years ago when I wrote a chapter called 'ICT Essential in Primary Science' and a reviewer challenged this assertion. He was right, I did not make the case and just assumed it was a good thing. Perhaps I was caught in the same headlights experienced by all teachers as a jugernaut curriculum bears down upon them and they ask, what do I need to do? One answer to that question may be, ensure you include lots of ICT. But does it really help? and who does it help? Are we talking about that well timed video clip which shows plant growth in slow motion and captures the interest of learners and illustrates beautifully the complexity of the natural world? or are we talking about the a poorly presented magnets simulation which a class labour over whilst a set of magnets accumulate dust in the science cupboard?
Well I guess there is every shade of grey in between? But how should we justify the time and expense of computers?
