The relative advantage of technology in the science classroom is profound. Technology affords modern students the opportunity to participate as active members of the scientific community as they develop understanding of concepts. Roy Pea, Professor of Education and Learning Sciences at Stanford University, contends "Cyber-learning gives us bridging technologies we've never had before to connect the informal learning that goes on outside of school to the learning of a classroom" (Barseghian, 2011, :19).
Participation in real world problem solving is a powerful lever that can activate engagement and provide relevance in an authentic way, particularly when students are given the freedom to choose topics that impact their community. To accomplish this, teachers need to be willing to accept that they are not an expert in all areas, but they can provide students guidance as they collectively search out resources that provide understanding. This is the approach taken by TJ Fletcher in his honors chemistry class in Minnesota. "By using your resources wisely and filling in the areas in which you lack expertise, the project becomes very doable. Plus, it's a great way to get the community involved" (Bernard, 2009).
References:
Barseghian, T. (2011, November 2). Technology adds spark to science education. Retrieved from: http://ww2.kqed.org/mindshift/2011/11/02/technology-adds-spark-to-science-education/
Bernard, S. (2009, May 27). How to teach with technology: Science and math. Retrieved from: http://www.edutopia.org/digital-generation-science-math-lessons
Tim, I like your point about using technology to help students participate in solving real world problems. Have you thought about the relative advantage of simulations in science education? I think they have a great advantage for classrooms with limited budgets as well as for studying concepts that are difficult to study (such as small or large processes).
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