Digital Pedagogies for Primary School Science Education

Nielsen, W; Kearney, M

Digital Pedagogies for Primary School Science Education

Nielsen, W Kearney, M

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: The Art of Teaching Primary School Science, 2021, 2nd, pp. 116-129
Issue Date:: 2021-06-28

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Field	Value	Language
dc.contributor.author	Nielsen, W
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.contributor.editor	Dawson, V
dc.contributor.editor	Venville, G
dc.date.accessioned	2021-11-25T08:16:52Z
dc.date.available	2021-11-25T08:16:52Z
dc.date.issued	2021-06-28
dc.identifier.citation	The Art of Teaching Primary School Science, 2021, 2nd, pp. 116-129
dc.identifier.isbn	9781760878122
dc.identifier.uri	http://hdl.handle.net/10453/151839
dc.description.abstract	New educational technologies have been regularly introduced and hailed as ‘game changers’ in schools. In the early 20th century, film and radio were introduced as resources in schools and now include mobile devices and associated applications (or apps), interactive white boards and other online facilities such as virtual field trips and collaborative writing platforms. Educational technologies have frequently been promoted as a panacea for student engagement but there has also been an alarming gap between claims about what using new technologies can achieve and clear evidence of enhanced teaching and learning. This chapter explores resources that primary school science teachers and children can use. It presents a theoretical framework that can inform the use of existing and emerging digital educational technologies, or what we refer to as learning technologies.
dc.format.extent	13
dc.language	en
dc.publisher	Routledge
dc.relation.ispartof	The Art of Teaching Primary School Science
dc.rights	"This is an Accepted Manuscript of a book chapter published by Taylor & Francis (Routledge) in [The Art of Teaching Primary School Science, 2021, 2nd, pp. 116-129] available online: https://www.routledge.com/The-Art-of-Teaching-Primary-School-Science/Dawson-Venville/p/book/9781760878122
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Digital Pedagogies for Primary School Science Education
dc.type	Chapter
utslib.citation.edition	2nd
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
utslib.copyright.embargo	2023-07-01T00:00:00+1000Z
dc.date.updated	2021-11-25T08:16:42Z
pubs.edition	2nd
pubs.place-of-publication	New York, NY, US
pubs.publication-status	Published
dc.location	New York, NY, US

Abstract:

New educational technologies have been regularly introduced and hailed as ‘game changers’ in schools. In the early 20th century, film and radio were introduced as resources in schools and now include mobile devices and associated applications (or apps), interactive white boards and other online facilities such as virtual field trips and collaborative writing platforms. Educational technologies have frequently been promoted as a panacea for student engagement but there has also been an alarming gap between claims about what using new technologies can achieve and clear evidence of enhanced teaching and learning. This chapter explores resources that primary school science teachers and children can use. It presents a theoretical framework that can inform the use of existing and emerging digital educational technologies, or what we refer to as learning technologies.

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http://hdl.handle.net/10453/151839