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1. NATURAL SCIENCES
The role of technology in the chemistry classroom and laboratory continues to evolve, with mainstream applications such as pre-lecture/laboratory resources being supplemented by technological innovations such as immersive reality. Although the range is vast, care must be taken to select appropriate and pedagogically aligned technologies to enable learning.
In this chapter a model for the appropriate selection and application of technology enabled learning in chemistry is developed and explored in the context of two case-studies. This model, LEAPTech, is based on ten years of personal experience, informed by evidence and underpinned by the scholarly literature. This model will serve as a starting point for new educators and a useful checkpoint for more experienced educators.
Although the chapter is written from a chemistry education stance; the technologies, case studies and model examined are applicable to all practical STEM subjects. The LEAPTech model is central to the two case-studies detailed and provides context and capacity for readers to adopt a tried and tested framework and set of technologies from two chemistry education settings:
The use of augmented reality learning supports in the lab.
Collaborative online peer instruction in lectures.
Technology is ubiquitous; however, support is needed for educators around how to select appropriate technologies for their students. The LEAPTech Framework provides a sensible tool to map learning activity to an aligned and supportive technology, and to measure the impact of technology integration in a chemistry/science classroom or laboratory. An easy adoption of the LEAPTech Framework is enabled by the noted recommendations.
Ryan, B. J. (2019). Integration of technology in the chemistry classroom and laboratory. In (Seery, M. K. and Mc Donnell, C. (eds.)) Teaching Chemistry in Higher Education: a Festschrift in Honour of Professor Tina Overton, Dublin: Creathach Press, pp. 39-54. doi:10.21427/hcge-r835
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Teaching Chemistry in Higher Education; A Festschrift in Honour of Professor Tina Overton