My personal pedagogical position when considering the use of digital technologies in the Science Classroom is that they can be positively integrated into a range of lessons. I believe that a ‘pedagogy-first’ where curriculum and learning outcomes determine what and how ICT is used.
- This ensures purposeful use, which supports critical engagement with information, and transformative learning experiences that extend beyond traditional classroom practices (Howell & McMaster 2022).
- Research reinforces that effective ICT use should begin with clear learning intentions (Kolb 2020).
- Selecting digital tools only when they meaningfully enhance student thinking rather than merely increasing engagement (Kolb, 2020).
- This aligns with the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler 2006).
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