Teachers’ Guide

4.2 New Technologies for science education

The term new technologies in educational context is very wide. It can be understood as:

• application of modern research tools and techniques
• new approach to distant learning with new software support for development of new contents for asynchronous teaching and learning;
• the development of blended learning;
• application of new computer-assisted miniaturised and portable laboratory equipment in teaching;
• the development of virtual laboratories;
• computer assisted traditional teaching in the classroom.

Applying technology in the classroom does several things to student learning:

1. It increases interest even in rote tasks;
2. it provides purpose for learning;
3. it can attach meaning to an ongoing lesson;
4. it provides opportunities to perceive knowledge as being related, not isolated bits;
5. it allows for individual student differences; and
6. it can affect students’ attitudes toward learning.

The technologies of tomorrow are already being tested in some classrooms today; Virtual Reality (VR) adds new dimension to learning. The current star of the Internet of Things concept, wearable technology, still has a lot to prove to educators. Analysts predict it will be widespread in classrooms in about four years, but there are already examples of the technology making waves in education. In order to incorporate technology effectively into the classroom, it is important to understand the current trends in this area: Flipped Classrooms, Social Media in the Classroom, Mobile Learning. Cloud Computing, MOOCs, Wearable Technology etc.

Online Resources

• Małgorzata Nodzyńska, Paweł Cieśla, Katarzyna Różowicz, New Technologies in Science Education, The booklet presents several approaches on how to use modern technologies in science education.
• Svein Sjøberg, Science and Technology Education Current Challenges and Possible Solutions, This chapter describes and analyses some of the challenges facing science and technology (S&T) education by relating these to their wider social setting. Although the focus is on aspects emerging from a European (or OECD) context, some of the issues raised are likely to have a wider validity.
• R. Martin, C. Sexton, T. Franklin, J. Gerlovich, D. McElroy, Why Use Technology in the Science Classroom? The article presents several reasons why technologies are used in the classroom.
• Larry Flick, Preparing Tomorrow’s Science Teachers to Use Technology: Guidelines for Science EducatorsThe site gives invaluable technology guidelines for science education, which are intended to provide assistance in designing instruction and to guide applications of technology to support science education.
• D. Frank Smith, 5 Tech Trends that Could Supercharge Education in 2016The article reviews a few of these trends through the lens of how they could affect classrooms in both K–12 and higher education.
• Study.com, Educational Technology Trends: What Teachers Should KnowEducational technology is becoming incredibly important in the classroom and to student learning in general. This lesson will detail some of the trends of educational technology so that you can best implement this technology into your own classroom.
• Study.com, Educational Technology Trends: What Teachers Should KnowEducational technology is becoming incredibly important in the classroom and to student learning in general. This lesson will detail some of the trends of educational technology so that you can best implement this technology into your own classroom.
• Technology in the Classroom: Advantages & Disadvantages,This study explains both the advantages and disadvantages of using technology in the classroom.
• Different Types of Classroom TechnologyThis study explores the various types of technology that can be used to liven up everything you teach.