Eight papers were presented at the Panel Session in preparation for the workshop, which can be read elsewhere in the proceedings for this seminar. The initial task for the workshop was to identify any common themes or significant issues emerging from these presentations. These provided a starting point for the group discussion in the workshop. Considering the topic for the workshop we found it necessary to explore two interrelated themes connected to teacher education raised in these presentations:

• Areas of difficulty experienced by pupils when learning physics including the role of ICT in helping to overcoming them
• The pedagogic problems faced by teachers in trying to exploit the potential learning gains of using ICT

These broad categories arose from the following issues raised during the Panel Session Talks:

• Problems pupils have in the identification of relevant variables
• The role of software based models to support pupils’ learning
• The opportunity for ICT to support a qualitative approach by enabling the description and discussion of data presented graphically – which in turn facilitates a semi-quantitative approach to be adopted
• The role of ICT to facilitate a focus on the relationships between variables
• The importance of linking the real world with abstract concepts and the ways in which ICT can assist in this process
• The benefits of making use of real life examples and those provided by recent scientific discoveries
• The problems of moving from the identification of the opportunities offered by new technology to their effective use in the classroom context
• The potential for new technologies to facilitate meaningful discussions in the classroom

The workshop discussion was wide ranging and enabled the participants to make a number of important points and also to identify issues which they felt needed to be addressed. The following notes provide an indication of the range and scope of these discussions.

There was a convinced consensus that the case for using ICT in physics education has already been made and so the open questions relates to pedagogical approaches and strategies for implementation. In addition, ICT offers the opportunity to form links between different areas of physics. For example via modelling we can enable pupils to see explicit links in the nature of the subject. This may support pupils’ understanding by enabling them to appreciate an underlying level of unity within the subject often treated at different stages of the physics curriculum e.g. by exploring the processes with result in equilibrium states in different areas. Modelling also offers the opportunity to represent the relationships between variables in a schematic way which may be helpful for pupils who have a learning style which favour this approach. However, there are some research questions related to the use of modelling which needs to be clarified. For example, ‘How can we introduce modelling to younger pupils who do not yet have a sufficient range of mathematical tools’? Also, how do we get them started on modelling and what prior knowledge do pupils need to do this effectively? Do they need a formal understanding of variables and an ability to interpret data in a graphical form? In addition, we discussed the extent to which modelling could be used for concept development: there was a consensus that modelling would be helpful in the consolidation of existing or partially understood concepts.

We need to build a physics curriculum which makes physics concepts seem relevant to pupils and which also address their known learning difficulties. These needs to be done alongside developing a clear pedagogic content knowledge aimed at making the teaching of this curriculum as effective as possible, which may involve the use of ICT. ICT has the potential to assist in making use of a problem-solving approach, which can add authenticity to the study of physics thereby making it more attractive to students. Real world problems, whilst more interesting to pupils, are often also more complex and so ICT-tools can be useful in enabling them to be investigated by pupils, for example exploring aircraft flight. By including such problems in the curriculum we may provide pupils with a range of useful skills and perhaps encourage life-long learning.

One possible reason for the relative popularity of other sciences such as biology in comparison with physics may be pupils’ difficulties with mathematics. In addition biology usually involves examples which relate directly to pupils’ real-life experience and those which are often found in media reports. Physics education needs to try to employ such approaches to broaden the scientific interest for pupils. For example, we have seen the ways in which ICT can enable pupils to direct a powerful telescope and to discuss the images with experts via a videoconferencing link. Perhaps we can learn from the descriptive approach adopted initially in biology teaching and use a less formal introduction to physics courses. Clearly we will then need to move on to a more quantitative approach but perhaps ICT-tools can assist in this process by enabling semi-quantitative approaches to be used during this process. From a methodological point of view we considered that an approach based on the use of ICT may represent a way in which to strengthen the relationship between the different science disciplines.

We need to make sure that trainee teachers are in a position to make an informed choice about whether or not they should make use of ICT in a particular context, based on the educational benefits. It is important to stress that the use of ICT is just a tool to be employed as and when it is appropriate. Although there are a wide range of ICT-tools available the focus in the workshop centred around tools related to data acquisition and modelling. It is clear that an ICT based approach will not be appropriate for all situations and both ICT-based and traditional laboratory work needs to be valued. Trainee teachers coming from a background mainly in mathematics generally have problems in adopting an experimental approach. Possibly new technology can have a role in helping to overcome this problem for them.

There is some evidence to suggest that the use of real-time data collection may lead to improvements in pupils’ understanding. However, despite the potential gains of using computers in this way there remains some unanswered questions which still need to be addressed.
Why do we not see more examples of an innovative approach using ICT in classrooms?
What can we do to improve the situation?
What do we mean by innovations in ICT?
Can we identify concrete examples of an innovative approach?
In attempting to address these questions we need to focus on pedagogic issues in addition to practical issues. We also need to inform our training based on the feedback obtained from teachers’ experiences in the classroom. Since teachers are at different stages in employing ICT-tools in their teaching we need to provide training which meets the needs of both novice users and those who need to move on from simple ICT-based activities.

The exploitation of the potential of ICT is not a simple issue. At its simplest level there is the tendency for trainee teachers to expect to teach in the way they themselves have been taught, which may have been in a very formal way but is also unlikely to have involved the use of ICT. However, even teachers who are committed to the use of ICT in the classroom often find it difficult to overcome the pedagogic and practical problems they face. Innovation in the classroom is difficult to achieve and needs more than useful ICT-tools and motivated teachers. More attention needs to be given to planning effectively for the implementation of ICT-based activities. There are barriers to change which go beyond the level of resources and relate to the teachers’ attitudes and preferred teaching style.

Outcomes
If we are to advocate a change in teaching approach this requires a clear rationale for what the new approach is and exactly how it improves on the current system.
There is a need for more research into exactly how teachers can best employ ICT based approaches and to identify clear pedagogical objectives. Conventional approaches, even those making use of pupil-centred and active learning methods are not completely effective when used in the context of ICT. Therefore our workshop came to the conclusion that we will need to, as a first step:
(a) Identify what we wish to do with ICT in terms of teaching and learning.
(b) Explore ways in which we can equip teachers (pre-service and in-service) to implement them.

In order to try to address these two issues there are a number of sub-question which need to be clarified:

• What are the characteristics of ICT-tools which make them effective in promoting innovative change from pedagogical point of view?
• What are the implications for teaching and learning of making effective use of ICT and in particular what changes are needed in teaching strategies?
• How can training best equip teachers to make the most effective use of new technology in the classroom?
• What problems are likely to be faced by teachers when adopting an approach involving the use of ICT and how can they be minimised?
• Does ICT offer an opportunity to re-organise the internal logic of the subject discipline? If so what are the implications for teacher training?

Also in relation to the use of modelling we identified the following questions:

• Amongst physics educators should modelling be seen to be an integral part of scientific literacy?
• Do modelling activities provide a basis for re-conceptualising the curriculum? For example by providing links between apparently disconnected elements of the curriculum.
• What should be the relationship between data logging and modelling?

Whilst the workshop did not provide answers to these questions we felt that they set out an agenda for future studies with the aim of providing some specific guidance for teacher educators.