ABSTRACT
One of the difficulties in writing about technology in science education is the perceptions that people have of technology are frequently associated with computers or educational technology (Cajas, 2001; Jones & Carr, 1992). In fact, many undergraduate and graduate courses in science education have sections on technology. However, these are often about using computers and the like to teach science concepts or processes, which represents a limited view of technology. Technology has played a central role in human societies. For instance, Bybee (2000) explained how the Newseum, a journalism museum in Virginia, conducted a survey of American historians and journalists to determine the top 100 news stories of the 20th century. He noted that in the top 100 headlines in the 20th century, an estimated 45% were directly related to technology. This ranking of news stories seems to justify increased emphasis on technological literacy, because it clearly represents what the public reads, hears, and values relative to technology. Yet, as Bybee noted, for a society deeply dependent on technology, and particularly in this so-called knowledge age, people are largely ignorant about technological concepts and processes, and the factors that underpin technological development and innovation. In the past, this has been ignored in the educational system. This has led to a society that, generally, knows little about technology. To add to this lack of understanding, there are those who often equate the theme of technology education with the use of computers in schools. The use of computers, as one of many educational technologies, provides important tools for the enhancement of learning across all curriculum areas, but it should not be equated to technology education or limit technology in science education to just the use of computers in the teaching and learning of science. Also, the lack of general notions of technological literacy is compounded by the other misconception that technology is simply applied science. As Bybee (2000) highlighted, a new understanding of technology must be established. In attempting to develop a better understanding of technology in science education, this chapter describes technology, looks at its relation with science, examines teachers’ and students’ perceptions of technology, explores approaches to introducing technology into the science classroom and some difficulties that may be experienced, and considers ways in which the introduction of technology can enhance student learning in both science and technology. It concludes with considerations of the implications for science teacher education.
