The authors tell us that technology has shown to be beneficial in science instruction. However, technology should be used as a supplement to the curriculum, not as a primary learning tool. In other words, teachers should not rely on technology to do the work for them. The authors write that the most beneficial forms of technology in the science classroom are those that engage students, such as simulations and tutorials. I think these can be beneficial because students can use these resources to gain background knowledge about what to expect from hands-on activities. In one study referenced by Christman and Badgett (1999), it was found that "on average, students receiving traditional instruction supplemented with computer-assisted instruction attained higher science achievement than did those receiving only traditional instruction" (Bitter and Legacy, 2008). It is clear that technology can play an important role in science achievement, as it provides another avenue for student learning.
Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 153). Boston, MA: Pearson Education Inc.
You make a good point when you say that teachers should not rely on technology to do the work for them. It is probably easy to use some forms of technology to teach the students. Technology can be used for active involvement that cannot be obtained through traditional classroom practices.
ReplyDeleteI agree that technology provides another avenue for learning not just in science but in all content areas. Simulations and tutorials are great tools to use in the classroom. As you stated, they are wonderful additions as supplemental activities but should not take the place of actual instruction by the teacher.
ReplyDeleteI would hope that teachers are not abusing technology in that way, but we all know how that goes. The integration of technology into all of the disciplines, in my opinion, should be mandatory; the results obviously show the merit of this.
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