ABSTRACT
This chapter focuses on three major categories of issues in science education: learning, assessment, and motivation. It presents evidence of various technologies with affordances to improve those issues or facilitate the solutions. However, careful use of the game throughout the unit can help to support and build upon key concepts, as well as engage and interest students who are traditionally demotivated by traditional science class activities. This alignment between technology and curriculum works best when care is chosen in selecting the supporting technologies. Power Point and projectors replaced blackboards to facilitate information transmission. Technologies became tools for efficiency in school. Meanwhile, their uses outside of school for fun or for informal learning kept evolving to become far more complex that the uses in school.
