Technology In the Science Classroom

Advantages of Using Technology
By now we're all familiar with the advantages of using technology in the classroom; engaging students' attention, solving disability issues, and strengthening important life-skills are among the many benefits of using technology in almost any classroom setting (Roblyer & Doering, 2013). What I find interesting is the subject-specific benefits of tech use. For instance, did you know that after working hands-on for a mere 3 hours on a robotics project, students were shown to have a greatly improved attitude toward science (Roblyer & Doering, 2013)? An article by Dr. Gilbert Valdez claims that the use of technology in STEM classrooms is absolutely necessary in modern times, calling the relationship between technology and science education "integral and symbiotic".

Disadvantages of Using Technology
Technology is a tool, and every tool can be misused. In the last few months, we have learned about possible disadvantages, such as lack of funding, safety concerns, and the digital divide. Critics cite many problems with tech use in the classroom; one common proposal made in an article by Alice Martin is that digital lessons (in some cases) can limit the quality of learning when compared to real-world alternatives. Our textbook echoes this sentiment, citing the fact that the American Chemical Society and the National Science Teacher's Association have both condemned the use of computer-simulated labs over actual experiments (Roblyer & Doering, 2013).

Specific Activities
The textbook proposed several activities I believed to be very useful. One such activity (which I previously mentioned) is the implementation of a robotics curriculum. These kinds of programs are useful for "engaging students in problem solving" and "getting them interested in engineering principles and careers" (Roblyer & Doering, p.323, 2013).
Another activity is the use of computer simulations of physical models. The textbook suggests the PhET Independent Simulations project (created by the University of Colorado), which offers numerous interactive simulations for physics, chemistry, and biology (Roblyer & Doering, 2013).

References
Martin, A. (2013, May 30). The 4 Negative Side Effects of Technology. Retrieved from http://www.edudemic.com/the-4-negative-side-effects-of-technology/
 
Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 25-142). Boston, Massachusetts: Pearson Education, Inc.

Valdez, G. (2005). Technology: A Catalyst for Teaching and Learning in the Classroom. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm