ABSTRACT
The Australian Science Teachers Association and state-level science teachers’ associations hold annual conferences that are great networking opportunities to share and discuss innovations in teaching, including science digital pedagogies. A challenge for science teachers is to evaluate and select high-quality learning-technology resources, both generic and science-specific. A designed-based example of a digital-learning experience for science students is student-generated digital media or digital- worked examples where students develop an explanation of a science concept for a specified audience. Planning technology-supported science-learning tasks involves many decisions about the learning outcomes to cover, technologies to use and how students might use them to optimise their learning. Science teachers also need to consider the growing range of physical and online contemporary learning spaces and environments when designing technology-mediated learning tasks and enacting digital pedagogies. Teachers’ beliefs about teaching and learning critically influence the way that science students use educational technologies.
