ABSTRACT
Practices associated with communication in science can be supported by technology applications, as nicely articulated in the work being done by Jean Moon and Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen. These are examples of using technology to do better things rather than using technology to do conventional things better (Roschelle, Pea, Hoadley, Gordin, & Means, 2000) . Although the purposes and intended audiences of each effort are quite different, each is focused on helping users both develop and model epistemic reasoning around science content.
