Advantages of Technology in Science Education

In education, resources are being poured into convincing teachers of the advantages of using technology in the classroom.  Our students, as so-called digital natives, find themselves with a very different perspectives.  As Martin (2010) puts it, "These students have no understanding of why technology would not be used in the classroom."  For most students, using technology to find information, connect with others, and otherwise enrich their lives is second nature.  These tools are no less valuable in the science classroom; it can make learning more engaging, relevant, and authentic.  In the words of Glen Bull and Randy Bell (n.d.), "Improving data collection, visualization of abstract phenomena, and simulations of experiments that would otherwise be impossible in school classrooms are some of the specific ways that technology can enhance student engagement and learning."

Engaging

Science regularly requires students to explore abstract topics where visualization can be an incredibly powerful step towards understanding and, with that understanding, student engagement.  Technology provides a means for visualizing concepts, whether by quickly producing a graph of lab data or by providing a simulation.  Glen Bull and Randy Bell (n.d.) point out "A number of studies have documented the potential of specific educational technologies to make scientific concepts more accessible through visualization, modeling, and multiple representations."  When students are provided a means to wrap their heads around a complex concept, their engagement increases.

Relevant

Technology can also provide a means for students to draw connections between science content and the "real world," putting the relevance of the content front and center.  For example, a chemistry teacher in Eagan, Minnesota had students conduct video interviews with local experts to produce a video on a research topic of their choice, providing a route for the community to enter the classroom (Bernard, 2009).  Bull and Bell (n.d.) suggest taking advantage of the data collection tools provided by technology to have students conduct their own investigations or to use data from scientific databases. 

Authentic

Technology can also give students authentic experiences in science.  For example, Bull and Bell (n.d.) describe the National Geographic Society Kids Network Acid Rain project in which students collect data on acid rain in their area, then aggregate the results with students from around the world to produce a global picture.  Technology can also support project-based learning to create authentic experiences.  As Edutopia (2008) puts it, "Learning through projects while equipped with technology allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like."  This kind of learning not only exposes students to assessments closer to what they will experience outside of school, but it promotes critical thinking, analysis, and other higher-order skills.

References

Bernard, S.  How to tech with technology: Science and math.  (2009, May 27).  Edutopia.  Retrieved from http://www.edutopia.org/digital-generation-science-math-lessons.

Bull, G. & Bell, R.  Educational technology in the science classroom.  (n.d.).  National Science Teachers Association.  Retrieved from http://static.nsta.org/files/PB217X-1.pdf.

Edutopia.  Why integrate technology into the curriculum?: The reasons are many.  (2008, March 16).  Retrieved from http://www.edutopia.org/technology-integration-introduction.

Martin, R., Sexton, C., Franklin, T., Gerlovich, J., & McElroy, D.  (2010, July 20).  Why use technology in the science classroom?  Education.com.  Retrieved from http://www.education.com/reference/article/why-use-technology-science-classroom/.

Roblyer, M.D., & Doering, A.H.  (2013).  Integrating educational technology into teaching.  Boston: Pearson/Allyn and Bacon Publishers.