Information and communication technologies in schools: a ...

For another example, the concept of thermo-conductivity can be demonstrated
and explored using a temperature sensor and thermal perception of the
human skin.
In the world beyond school, computers automatically collect data and control
real three-dimensional material objects and processes. Similar applications
can be exciting and educational in school contexts as well. Children’s construction
kits can include interfaces, input sensors, and output devices such as motors
and lights. A computer program can control a model constructed by a child.
Even more importantly, students can write the computer program. Furthermore,
there is a programmable brick, which has input connectors to which sensors can
be attached. This piece of integrated hardware and software also has output connectors
to which motors, bulbs, and sound signals can be attached.
One can input a program into the brick memory. The program is written on
a regular computer and then transmitted to the brick by wire or infrared ray. The
student can design a robot, for example, and plan its behaviour in a chosen environment.
Then the robot is made out of LEGO blocks and the description of the
robot’s behaviour, in the form of a computer program, is put into the brick’s
memory. Modern bricks can interact with each other and also with computers via
infrared connection.
Of course, this needs software support to provide interfaces between inputoutput
devices and the computer, as well as between computers and human
beings. This software can include algorithms for data processing and visualization.
The computerized science lab combines many types of sensors with software
to collect, store, analyze, and graphically present data. The sensors can be
wired to computers or transmit data wirelessly; data can also be accumulated on
a small device called a data logger for later transfer to a computer.
School use of general and professional applications
As the experience of schools tells us, many students are ready to use conventional
application packages. With them, students can tackle tasks similar to those facing
adults; they can write, draw, edit, make a database, and create a spreadsheet
or screen presentation.
We note several special types of software that have clear and productive use
in schools (even elementary schools):
ICT in Learning and Teaching
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