Technology-Enhanced Science Teaching and Learning: Issues and Trends

Abstract

This chapter discusses current and future research trends of technology-enhanced science teaching and learning and probes into several new learning technologies, which will highly influence science teaching and learning in the future. These technologies include digital assessment, automatic feedback system, ubiquitous learning (u-Learning), augmented reality (AR) technology, and gesture-based technology. This chapter also conducts literature review and analysis on empirical researches about applying these learning technologies in teaching and learning. It also brings up the research direction future studies can focus on. Based on the "Media Debates" in 1990s and the following development of learning theories, as well as research statements and findings about learning technologies, "the three key elements of effective learning technology implementation" are concluded: nature of ICT, mediation model, and transforming model. This chapter also discusses the three elements and proposes suggestions for following researches on science teaching and learning.

Implementation of Mobile Learning in Mathematics Instruction for Elementary Second Graders

“…The MLS developed in this study was based on the statement of using a mobile learning model to support situated learning [32]. The suggestions on improving learning interest [21][22][23]29], learning achievement [5,7,8,19,23,29,32], negative effects of students' limited technology skill [41,42,46] and mobile technology [37,40] were also taken into consideration to design the interactive functions of the MLS, including QR codes, multimedia presentations, online tests, and discussion forum functions. The MLS was used to help elementary second graders learn mathematics and increase their mathematics learning interest.…”

“…Although mobile learning has numerous advantages, learners easily become disoriented in mobile learning environments [37]. Wang and Yang [37] indicated that mobile learning can help learners to learn in real-life situations and connect learning information between physical and digital environments. Mobile learning increases the flexibility and extensiveness of teaching and learning.…”

“…Therefore, a teaching model or strategy must be developed to solve the negative effects of mobile learning [39], namely disorientation [37], split attention [37,40], and input difficulty [41]. Quick response (QR) code technology and image capture functions of smart mobile devices can solve these problems by reducing the difficulty of using existing learning platforms, which often require children log in using personalised credentials.…”

“…Such a design provides a scaffold to help teachers establish instructional procedures and learning resources to help students overcome the difficulties of entering text [41]. With the MLS, students can easily access paper-based and digital materials remotely to reduce the negative effects of split attention and disorientation [37,40]. Through image capture and multimedia presentation functions, teachers used the MLS to develop various multimedia learning content.…”

Opportunities and Challenges for Science Education in Asia: Perspectives Based on the Taiwan Experience

“…Moreover, the research topics chosen to be investigated were related to the learning environment and students' motivation for science learning. Finally, Wang and Yang (2016) also reviewed the existing articles published by scholars in Taiwan and suggested three key elements for the implementation of all emerging learning technology in education: nature of ICT, mediation model, and transforming model to understand how to make learning technology pedagogically and practically effective in improving teaching effectiveness and student learning effectiveness (p. xx). Taking a different angle to investigate the impact of media and e-learning, Huang (2016) commented that the difficulties and challenges of science communication are primarily coming from the transformation between "public communication of science" and "communicating science to the public."…”