Introduction

The National Science Teachers Association (NSTA) placed great importance on the use of computers in the classroom. In its position statement, the NSTA noted:

In fact, today’s youth use the Internet for a “substantial stake in their social and educational lives” (North Central Regional Laboratory,2007, para. 5).

While no one denies the need to use computers in the classroom, we must not forget that science educators, as well as science students, need additional knowledge and skills in the vast amount of other technology areas available for teaching and learning. The development of this knowledge and these skills encompass areas such as typical laboratory instrumentation (e.g., spectrophotometer), remote sensing, telecommunications, global positioning satellite technology, and data collecting probes and software.