ABSTRACT
This chapter explores various factors that work together to impact the use of technologies in science classrooms. It explores three central issues in science education: learning ‘real science,’ assessment, and motivation. The chapter describes the interaction of educational technologies and two components of classroom education: curricula and pedagogy, making policy recommendations. It highlights research-based frameworks for supporting pre-service and in-service teachers in implementing technologies in pedagogically appropriate ways in order to support curricular goals. The educators then state achievable goals that will help students focus on the critical aspects of the surfaced concepts or skills. The educators design learning experiences that allow students to develop and demonstrate understandings of the stated goals. The concept of stealth assessment, largely pioneered by Val Shute and her colleagues at Florida State University, holds that student competencies can be diagnosed by carefully tracking and measuring student behaviors that correlate with skill development and knowledge over time.
