Teacher receptivity in creative use of virtual laboratories

Abstract

Technology has helped advance science education in its delivery of content to students. These advancements have led to improved conceptual understanding of physical phenomena in students. In most educational systems, teachers play a crucial role in the introduction of innovative pedagogic interventions. In this paper, the perceived impact on use of virtual laboratories and simulations as a teaching aide in science education by teachers is characterized. Significant improvements on teaching time, teaching methodology, and communication of concepts over traditional teaching techniques are reported. The value of virtual laboratories in individualized learning as opposed to group centric learning as in a conventional laboratory is further explored. Key challenges to complete adoption of these technologies include infrastructural lacunae and depth of teacher knowledge. Hence the individual teacher commitment along with the necessary ICT support can impact the knowledge environment. With functionality to simulate real environments, create assessments, monitor individual student performances, added to the scalability of the virtual laboratory platforms to encompass multiple thematic disciplines and cater to millions of users makes it a sustainable and a need-to-have teaching tool.