Preparing the stage for using emerging technologies in science education
This paper reviews a sequence of learning experiences that were embedded into a university subject that sought, in part, to support the purposeful uptake of ‘emerging technologies’. The assumption that university students use technology regularly does not take account that only certain types of technologies are utilized, and more for immediate social purposes. This paper explains how and why different technologies were selected for use in a university subject. The decisions were informed by a sound pedagogical approach designed to deepen the teaching and learning experiences with the science concepts. The technologies were potentially those that could contribute to more effective classroom teaching of science education. Enriching dialogical and social learning communities formed progressively during student participation with, and use of a range of technologies and engagement with science conceptual challenges. These communities had sharply focused and targeted science learning outcomes, yet used a creative and discursive centered approach for extending and sharing their new and refined understandings.