I believe that good use of digital technology in math and science is the same as in any subject. Activities must be authentic, develop new learning, and not be a replica of a task that could be done in the classroom without it. When I think of positive and rich technology learning tasks I think of virtual fieldtrips, or using virtual reality to see inside a cell and explore it. To me successfully integration is not reading an article online and answering questions, or watching a video about resources when you could be outside exploring your own community. If an iPad becomes a device to just read information then it becomes a very expensive textbook and does not support an inquiry or constructivist based approach to learning.
For students to build their conceptual understanding Schneps (1989) in his video talks about the need for students to touch and manipulate it. Heather was struggling with understanding direct and indirect light. As this is a more abstract concept that is difficult to show her misconception continued. I believe here is an area when bringing technology into your classroom is an excellent example of how create an hands on lesson to learn about seasons and indirect light – http://www.keslerscience.com/teach-seasons-with-this-amazing-station-lab-activity/ . From here student could capture their learning and create a digital story and then share it. I don’t believe this is a vision, while ensuring that you have access to iPad’s and some thermometers are needed in this lesson, many schools are becoming much more integrated. As with any change in our classrooms, a desire must be had and then a passionate few have the ability to influence the greater cohort and bring about the change.
Schneps, Matthew. A Private Universe: Misconceptions That Block Learning. Massachusetts, USA: Annenberg Media, 1989. video.