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Great question, Kyler.
First off, there are many different kinds of technology not just laptops and tablets. Phones, sensors, meters, cameras also count. As well, software technology is not restricted to animations, simulations, videos, etc. Spreadsheets, video-editing, photo-manipulation, graphics all have a place in the science classroom. I think the big thing to remember is that it is not the technology, itself, that is important but how you use it as a part of science education.
With respect to simulations - as has already been said, there has to be a purpose, some kind of review and a debrief. Make sure you know what you want the students to get out of the simulation.
Ways in which I have used technology in addition to simulations have included:
- graphing lab data using spreadsheets (my students didn't hand-draw a graph for me this millenium - I attached a file that I used to teach my students)
- video frame analysis of motion using cell phones
- infrared thermometers to capture the heat of flames, beakers and boiling water.
- electronic probes from several different vendors to measure distance, velocity, temperature, oxygen, carbon dioxide, light, magnetic fields,
- arduino and raspberry pi microprocessors with various electronic sensors to teach coding and data capture.
- video and photography through a microscope.
- scripting, filming and editing public service announcements, mini-documentaries or science shows.
- creating websites to highlight climate change and/or conservation issues
- wikis to discuss issues in science
- creating brochures, pamphlets and posters on everything from endangered species to digestive disorders to information packets on plastics.
- video conferencing with a scientist (there are several organizations that offer this as an outreach)
Hope this helps!
Gabe Kraljevic
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