Abstract:

In this study, secondary school students were taught the topic ‘Optics’ mostly through simulations. The lessons were observed in order to study the teachers' experience and their 'new' role when they made use of simulations to teach. Furthermore, the classroom observations probed into how ICT resources affected students’ motivation and engagement.

For this purpose, two classes from different schools were observed during five physics lessons. Each class was working on the topic “optics‟. After the lessons were observed, individual interviews were carried out with the teachers and focus-group interviews with the students.

Findings from the study suggest that teachers found it quite challenging to let go of their usual control over the learning process and let students work more autonomously. Their role was observed to remain rooted in a traditional style of teaching. This contrasted with the role required when using ICT and the teacher was expected to re-think the way he/she now approaches teaching. The study also showed that teachers need to give up the traditional center stage they usually occupy to allow for more student input. The data generated shows that teachers are not always ready to take this step.

As regards the students, the simulations were found to be quite motivating when applied appropriately. Students mostly enjoyed the interactive aspect of the lessons. This level of interactivity gave students some more independence and responsibility which they seemed to appreciate. However it was observed that students were not confident in working independently without constant support and reference to their teacher.

Keywords:

ICT, Motivation, Simulations, teaching and learning, Optics.