Technology, Science Teaching, and Literacy

Profiling the instructional use of technology in the science classroom from 1900 to 2001, this text is drawn from a variety of sources - from teacher accounts of classroom practice, and contemporary research accounts of the best teaching practices with technology. It examines patterns of implementation with respect to the classroom use of technology. The organizing principle of scientific literacy is examined in terms of the changes it incurred over the course of the 20th century, and how the use of technology provided a means of achieving the goals of scientific literacy in the classroom.