This paper examines the impact of technology on science education, focusing on its influence on student engagement, learning outcomes, and the development of essential skills for scientific inquiry.
Technology has significantly transformed the landscape of science education by reforming teaching and learning practices in the discipline. The integration of technology in science education has a positive transformational impact on hands-on learning experiences and collaborative learning. This integration in science education offers numerous benefits, but it also presents several challenges that educators must address to maximize its effectiveness.
The challenges of integrating technology in science education includes accessibility, teacher training, infrastructure and pedagogical issues.
THE IMPACT OF TECHNOLOGY ON SCIENCE EDUCATION
Thomas Nipielim Tindan, Department of Science Education, C.K. Tedam University of Technology and Applied Sciences, Ghana.
Abdul Rahaman Harun, Science Department, Yendi Senior High School, Northern Region - Ghana.
Abstract
Technology has significantly transformed the landscape of science education by reforming teaching and learning practices in the discipline. This paper examines the impact of technology on science education, focusing on its influence on student engagement, learning outcomes, and the development of essential skills for scientific inquiry. The integration of technology in science education has a positive transformational impact on hands-on learning experiences and collaborative learning. This integration in science education offers numerous benefits, but it also presents several challenges that educators must address to maximize its effectiveness. The challenges of integrating technology in science education includes accessibility, teacher training, infrastructure and pedagogical issues.
Introduction
The use of technology in the classroom is highly beneficial for students to better understand the lessons being taught. For example, projection screens connected to computers can be placed in classrooms to allow visual learners to view their notes, rather than relying solely on listening to the teacher. A variety of technologies are used to complement the course curriculum, providing students with additional resources such as study questions, assessments, and activities that can help them continue learning outside of the classroom (Mustapha, 2018). In recent times, technology has been incorporated into the school curriculum, allowing students to use computers to create presentations. Moreover, they utilize the internet to research various issues related to their courses and assessments. Technology has advanced significantly to assist young children who have not yet started school (Leslie et al., 2012). On the other hand, some people argue that technology has a negative impact on children. For instance, instead of learning how to calculate mentally, children may opt to use a calculator. Despite the controversy surrounding this issue, technology remains an essential component of modern society. Integrating technology into schools equips learners with scientific tools and knowledge, enabling them to transition from school to the workplace. Technology has become critical and mandatory in education and all aspects of our lives, as it provides learners with more knowledge and makes them more determined in the labour market (Mustapha et al., 2020). Science education plays a crucial role in preparing students for careers in science, technology, engineering, and mathematics (STEM) fields. The integration of technology in science education has reshaped instructional practices, providing new opportunities for interactive and collaborative learning. The twenty-first century is defined as the age of technology. In this context, computers, tablets, smartphones, video conferencing devices, etc. have gained different usage opportunities in the educational sectors every day. The usage of these technologies in learning environments to improve the quality of education can be made possible only by planning activities that support the productivity of students, not only with technology but also with pedagogy, in an era of highly valued technological knowledge, it is important that teachers develop an integrated knowledge of teaching content with technology (Mishra & Koehler, 2006).
The integration of Technology in Science Education has transformed the way science is taught and learned. Its potential to improve students’ engagement and learning outcomes is significant (National Science Foundation, 2019). The use of technology has enabled students to access a wealth of information of information and resources that were previously out of reach. According to the (National Science Foundation, 2019), science educational simulations can provide students with immersive and interactive learning experiences that are difficult to replicate in traditional classrooms. In addition, Educational Software Application and Online Learning Platforms have made it easier for students to learn at their own pace.
However, the use of technology in science education is not without its challenges. One big challenge is the accessibility of the technological tools and its infrastructure. Another challenge is ensuring that teachers are adequately trained to use technology in the classroom.
Technology Promotes Inquiry-based Learning in Science Education
Following the advancement of science and technology, the traditional teacher-centered approach used in teaching has been substituted with one of the active learning approaches, the inquiry-based learning (Koyunlu Unlu & Dokme, 2020). Inquiry-based learning is based on the pragmatism philosophy developed by Charles Sanders Pierce, William James, and John Dewey in the early 20th century (Bakır, 2006). This learning approach, which has been included in science teaching programs for years (American National Research Commission [NRC], 1996) and still holds its popularity (Shahali et al., 2017), is defined as follows by NRC:
Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyse, and interpret data; proposing answers, explanations and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations (National Research Council (NRC), 2000 p. 23)
Inquiry-based learning is an active learning approach that encourages students to ask questions, investigate and solve problems. Technology promotes inquiry-based learning in science education by providing students with access to a wide range of resources, such as online educational databases and virtual labs. These resources help students explore scientific concepts in a more interactive and engaging way, which leads to a deeper understanding of a subject matter.
According to Koyunlu Unlu and Dokme (2020), technology supported inquiry-based learning can improve students’ achievement and develop their scientific inquiry skills. The skills required for inquiry-based learning are termed science process skills. These skills appear not only in science but also in everyday life (Tan & Temiz, 2003). Science Process Skills are defined as skills that facilitate students’ learning, provide them with the ability to research, allow them to be active in the learning environment and develop a sense of taking responsibility in their learning, and increase the retention of learned information.
As cited in Koyunlu Unlu and Dokme (2020), inquiry-based learning contributes to students’ cognitive and affective behaviours, such as their achievement and inquiry skills and attitudes ((Acar Sesen & Tarhan, 2013; Cabe Trundle et al., 2010; Furtak et al., 2012; Hofstein et al., 2005; Lazonder & Harmsen, 2016), despite that there are some difficulties in the employment of this method, such as lack of time, teacher attitude, availability of resource materials, motivation and pedagogical deficiencies (Cheung, 2011; Edelson et al., 1999). Technology can be incorporated into the learning process. In science courses at secondary school level, digital images and videos, computer simulation, online data acquisition for scientific analysis, web-based inquiry projects, and virtual science classes can be used (Bell et al., 2008). The use of technology in the learning process promotes the visualizing of the lesson, facilitates the work of the teacher, and widens the perspective of students understanding (Bozdoğan, 2011). Technology integrates students into the learning process by allowing them to establish strong links between independent, cumulative information held in their mind and transfer this knowledge to new situations (Novak & Krajcik, 2006). Although technology-supported inquiry-based learning is considered to be more effective (Edelson et al., 1999; Uçar & Trundle, 2011; Van Joolingen et al., 2006), it is also challenging to adopt this method in rural areas due to the digital divide defined as regional inequality in the availability of information and communication technologies (Gündüz, 2010; Koyunlu et al., 2014; Yang et al., 2013). Providing opportunities for these students to develop their scientific research skills and integrating technology into scientific research constitute the basis of the equality principle in education.
Factors associated with technology utilization and adoption in education
Mustapha et al. (2020) highlighted that the effectiveness of technology in education is influenced by various factors, including its exclusive characteristics and the interactions between human resources and educational settings. These factors are;
1. Teacher’s factor
One of the most frequently cited factors that affects the use of technology in education is related to the teacher. The teacher’s attitude and proficiency with technology have consistently been identified as the key factors associated with technology utilization (Mundy et al., 2012). If a teacher has a positive attitude towards technology, they are more likely to use it in their teaching. Additionally, the teacher’s instructional approach and teaching philosophy are also factors that appear to influence the effective use of technology in education.
2. Organization factors
The purpose of schools is not to solve a specific problem, but rather to alleviate the stress caused by external pressures that exceed the power of traditional control. Organizations often resist modifications that demand changes to existing practices. This means that what appears to be a clear improvement to outsiders can be perceived as upsetting to an organization if it requires a modification of its ethics and practices. The introduction of technology necessitates significant changes to the curriculum, teaching practices, resource allocation, and possibly the basic structure of schools. Furthermore, this innate resistance to change means that organizations are assumed to have a structure that discourages widespread use of computers.
3. Technology factors
Technology is one of the factors that affect its usage by teachers. There are contradictory thoughts on the significant effects of technology in education, which can lead to uncertainty among teachers regarding the appropriate educational ethics of technology. The continuously changing technologies make it difficult for teachers to keep up with the latest trends. New hardware and software are becoming available on a daily basis, and teachers find it hard to continue following this mysterious beast in technology. The unpredictable nature of technology makes it less alluring for most teachers because it can be unreliable and break down at any time. However, teachers have only a limited amount of time in front of students and cannot spend time troubleshooting problems they may or may not be able to solve.
Factors that limit the proper utilization and adoption of technology in education
Mustapha et al. (2020) noted that the factors that limit the effective use of technology in education are identified as;
1. Inadequate classroom space: This can limit the number of computers that can be accommodated in a classroom, making it difficult to provide access to all students.
2. Teachers’ reluctance to take students to computer laboratories: Some teachers may be hesitant to take their students to computer laboratories, which can limit students’ exposure to technology.
3. Lack of convenient access to computers at home: Students who do not have access to computers at home may not be able to complete assignments that require the use of technology.
4. Inadequate infrastructure: Poor infrastructure, such as unreliable power supply or slow internet speeds, can limit the effective use of technology in education.
5. Poor planning: Inadequate planning can lead to the improper implementation of technology in the classroom, which can limit its effectiveness.
6. Inadequate human resources: The lack of qualified personnel to support the use of technology in the classroom can limit its effectiveness.
The challenges that hinder the effective use of technology in education extend beyond physical or technological limitations. The traditional educational system, developed over the years, is not well-aligned with the use of new technologies. The conventional view of education as the transfer of knowledge and facts from teachers to learners has a significant impact on the learners’ ability to use innovative technologies to accomplish meaningful everyday tasks.
Conclusion:
The impact of technology on science education is profound, offering new avenues for interactive learning, personalized instruction, skills development and providing students with richer and more engaging learning experiences. As technology continues to advance, its role in science education is likely to expand, further enhancing the effectiveness of science instruction and preparing students for the challenges and opportunities of the future. However, it is not without its challenges. Addressing issues related to access, teacher training, infrastructure, and positive pedagogical transformation is essential for maximizing the benefits of technology in science education. By overcoming these challenges, educators can create technology-rich learning environments that engage students and prepare them for success in the digital age.
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- Harun Abdul Rahaman (Co-author), Thomas Nipielim Tindan (Author), 2024, The impact of technology on science education, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1446145
