The status of computer based technologies and science education in the southern metropolitan region of Victoria, Australia
Integrating computer-based technologies into all Key Learning Areas of every school’s curriculum has been a priority school policy of the Victorian government since the mid -1990s. Over the last 10 years, huge sums of money have been provided to set schools up with computers and associated technologies, and a range of initiatives have been establised to assist with the implementation of this policy. In the area of science, a range of LT resources is available for use in the teaching and learning processes in the classroom. Using both quantitative and qualitative methods, this paper presents findings that are aimed at identifying where science teachers are currently at with the use of computer-based technologies in their teaching. The study investigated science teachers’ attitudes towards the use of computer-based technologies in their teaching; the types and availability of computer-based resources for use in the teaching of science in their schools; those resources that they have found to be effective pedagogical tools in helping students learn science; and the kinds of professional development that they would like to undertake with regards to using computer-based technologies in their classes. The study on the attitudes of science teachers toward the use of computer-based technologies is discussed in depth in Science and Computer-based Technologies: Attitudes of Secondary Science Teachers (Ng & Gunstone, 2003). This paper focuses on the use, and manner of use of these technologies in the science classroom.