The BIG Picture: Technology in the Science Classroom

     There are a lot of advantages of using technology in the science classroom, provided the teacher knows how to use technology properly for instruction. Bell, Gess-Newsome, and Luft describe a vision of using technology in the science classroom "...in which technology is used to facilitate data collection and analysis, to enhance scientific understandings through imagery and visualization, and to extend inquiry through communication and collaboration" (2008, pg. 92).

     However, they also stress that "...it is not about the technology, it's about how teachers use the technology" (2008, pg. 94). It takes a pretty creative and intentional teacher to use technology to efficiently teach students about science. Bell, Gess-Newsome, and Luft believe that "...technology use in the science classroom is most effective when it encourages deeper student engagement with the science content, when it is used to support rather than replace what we know about effective science instruction, and especially when it stretches the boundaries of what is possible in the science classroom" (2008, pg. 93).

     Similarly, technology can have its disadvantages when it comes to teaching science. Olson and Clough believe that "...all technological change is a Faustian bargain -- that every advantage is tied to a corresponding disadvantage" (2001. pg. 9). They say that technologies like "television, radio, computers, calculators, graphing software..." and other kinds often circumvent the important skills that students need to be successful in any subject (Olson and Clough, 2001, pg. 9).

     Students may find the technology as a form of entertainment and learn to believe that education should always be entertaining and engaging, which it doesn't need to be (Olson and Clough, 2001, pg. 9). Olson and Clough referenced to studies where they observed students using technology with labs and they asked the students about what they were learning; many of the students only knew what they were doing ("I just write down the number") and not what they were learning (2001, pg. 10).

   When deciding whether or not to use a particular technology in my science classroom, I intend to ask myself the following questions:

1. Is this technology going to enhance my student's learning, or is it just a quick fix for an easy lesson/lab?
2. Is this technology going to help save time during a lab or lesson?
3. Is this technology going to take too much time to learn how to use?
4. How can I modify the this technology to fit my teaching style/structure?
5. How beneficial is it for my students to use this technology?
6. How will this technology encourage deep thinking and active learning of content?