The place of information technology in the teaching of physics majors

Abstract

Recent changes in teaching conditions in many universities as well as concurrent advances in information technology (IT), have raised questions about the place of IT in improving the efficiency of university teaching. It is helpful to ascertain what use physics departments currently make of computers in their teaching. This will be explored by focussing on the Australian experience, where there was recently set up a clearinghouse for educational software in science, UniServe•Science, at the University of Sydney, to cater for all sciences taught at introductory level: biochemistry, biology, chemistry, geography, geology, physics and psychology. It is argued that conclusions drawn from surveys of Australian universities should be not too different from the rest of the world. The use to which IT is being put can be classified into three broad categories: pedagogical mode, in which the student uses the computer to learn material in a preprogrammed manner; expository mode, in which the teacher uses the computer to enhance traditional modes of teaching; and apprentice mode, in which teacher and student explore the use of the computer as a professional tool. Surveys are beginning to elucidate the pattern of use of IT in teaching, not only in physics, but in the other sciences as well.