I am grateful to be teaching in the technology-infused, connected world we live in today. As an educator the internet offers a vast array of resources that can be easily implemented in your average secondary classroom to meet information, communication and technology (ICT) outcomes and course outcomes or simply making a difficult 
concept easier for students to “see†and understand.
The subtle intricacies of science and the natural world are often difficult to grasp, especially when dealing with concepts that are difficult or impossible to see using the materials or resources at hand. Curriculum topics such as ecology, weather, biology, physics and chemistry can all benefit from information visualization technologies or simulations that are freely available online. Not only are they excellent for reaching objectives but they are also pedagogically sound.
Why Visualization Technology?
Stratford, Krajcik, & Soloway, (1995) note that many science curriculum topics dealing with systems, such as ecology, weather, climatology, and biology may be enhanced by creating, manipulating, and exploring computer models of those systems. In their Discussion Stratford et al. (1995) explain the following benefits to computer visualization technologies in secondary science:
- Enhance understanding (this extends well beyond science to all subjects)
- Engage students in combining “fragmented [ ] knowledge about poorly-understood concepts and relationships into larger, more clearly-understood constructs by allowing them to re-present, reconstruct and explore that knowledge within a computer model†(para. 3)
- Give student the opportunity to think about and discuss scientific processes and phenomena while incorporating information with previous learning
All of these reasons suggest that constructing models, and in particular, constructing dynamic models, may help secondary science students better understand the science content we want them to learn. Also, Dede (2000) points out that modeling underlies many topics in the curriculum and explains that the advantages of modelling extend well beyond science and mathematics into all other fields.
These new forms of representation and interactive models make possible broader, more powerful connections and I believe they are a valuable addition to any teacher’s repertoire. Below you will find some of my favourite resources collected by me and fellow ETEC 533 students as we explored information visualization in the secondary science classroom.
Examples and Uses
Phun
Content: Two dimensional physics modeling software
Level: Upper elementary to secondary scienceWhat an absolutely fun piece of software. This free physics modeling studio offers users a variety of tools that simulate real-life physics. The 2.5 MB software package allows users to create objects, hinges, chains, motors, wheels and water, while manipulating gravity, density, time and how objects interact. Whether in front of the class as a simulation of a complex topic or a student exploration of physics in a computer lab this software has numerous educational uses. In fact the educational benefits of fun have been realized and an educational suite called Algodoo (price TBD) has spun off from this free download.
Phun in Action:
PhET Interactive Simulations
Content: Variety of math and science related simulation
Level: Upper elementary to secondary math and sciencePhET is a collection of online, interactive simulations created at the University of Colorado. The site contains an extensive collection of simulations geared to improve the teaching and learning of physics, chemistry, biology, earth science and math.  The simulations are highly interactive and give the student the chance to make connections between real life phenomena and the underlying science which explains what they are seeing. All the simulation were designed by scientists, software engineers and science educators and linked to extensive research.
All the simulations are thoroughly tested and of the utmost quality. The site even includes a handy rating system to find and recommend the best simulations.
In Action:
References
Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2):281-303.
Stratford , S.J., Krajcik, J., & Soloway, E. (1995). Secondary students’ dynamic modeling processes: analyzing, reasoning about, synthesizing, and testing models of stream ecosystems . Retrieved March 15, 2009 from: http://www.hi-ce.org/papers/misc/secondary_students/index.html