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Teaching and learning science with digital technologies

Chapter


Abstract


  • Educational technologies have been regularly hailed as a gamechanger in schools. From the introduction of film and radio in the early twentieth century to more contemporary digital technologies such as mobile devices and associated applications (or apps), educational technologies have frequently been promoted as a panacea for student-engagement problems in classrooms. However, there has also been an alarming gap between these hyped claims and evidence of enhanced teaching and learning. This chapter explores ways that secondary-school science teachers and students might use digital educational technologies-or what we also ref er to in this chapter as

    leming technologies-to support learning effectively. Throughout this chapter, we refer to specific examples of apps and websites. It is important to note that these are current examples of high-quality resources, and new ones are constantly in development. Key online resources are superscripted in the text and listed at the end of the chapter.

UOW Authors


Publication Date


  • 2019

Edition


  • 3

Citation


  • Kearney, M. & Nielsen, W. S. (2019). Teaching and learning science with digital technologies. In V. Dawson, G. Venville & J. Donovan (Eds.), The art of teaching science : a comprehensive guide to the teaching of secondary school science (pp. 209-225). Crows Nest, NSW: Allen & Unwin.

International Standard Book Number (isbn) 13


  • 9781760528362

Book Title


  • The art of teaching science : a comprehensive guide to the teaching of secondary school science

Start Page


  • 209

End Page


  • 225

Place Of Publication


  • Crows Nest, NSW

Abstract


  • Educational technologies have been regularly hailed as a gamechanger in schools. From the introduction of film and radio in the early twentieth century to more contemporary digital technologies such as mobile devices and associated applications (or apps), educational technologies have frequently been promoted as a panacea for student-engagement problems in classrooms. However, there has also been an alarming gap between these hyped claims and evidence of enhanced teaching and learning. This chapter explores ways that secondary-school science teachers and students might use digital educational technologies-or what we also ref er to in this chapter as

    leming technologies-to support learning effectively. Throughout this chapter, we refer to specific examples of apps and websites. It is important to note that these are current examples of high-quality resources, and new ones are constantly in development. Key online resources are superscripted in the text and listed at the end of the chapter.

UOW Authors


Publication Date


  • 2019

Edition


  • 3

Citation


  • Kearney, M. & Nielsen, W. S. (2019). Teaching and learning science with digital technologies. In V. Dawson, G. Venville & J. Donovan (Eds.), The art of teaching science : a comprehensive guide to the teaching of secondary school science (pp. 209-225). Crows Nest, NSW: Allen & Unwin.

International Standard Book Number (isbn) 13


  • 9781760528362

Book Title


  • The art of teaching science : a comprehensive guide to the teaching of secondary school science

Start Page


  • 209

End Page


  • 225

Place Of Publication


  • Crows Nest, NSW