Teaching Science and Technology

Running head: TEACHING SCIENCE AND TECHNOLOGY 1
Teaching Science and Technology
Name
Institution Affiliate

TEACHING SCIENCE AND TECHNOLOGY 2
Teaching Science and Technology
Introduction
The preparation of learners in today’s 21st century is becoming an increasing challenge
which has been led with the increasing demand and competition in all major markets. The rapid
changes in the education system have also led to the arising of various challenges for teachers in
their ability to experiment new methods and/or approaches in teaching, patterns of interaction,
modes of assessment, strategies, and theories, and learning atmosphere and situations (Beetham
& Sharpe, 2013). Effective integration of science and technology can be majorly achieved by
replicating the current teaching approaches with technology tools such as social media with
specific aims and goals at the end of the programs. In order to have strong conventional
education practices, teachers and all the respective institutions have a very vital role to play in
promoting active or innovative characters (Chubb, 2011). With this in mind, the paper will focus
on analyzing the changing role of teachers and the entire education system with respect to the
current and future science and technology changes.
Single and Cross-Disciplinary Approaches to Science and Technology Education
The place of science and technology in the current society is one of the most crucial
issues that every country has concentrated in integrating as part of continuous development. In
respect to daily human activities, science has been highly validated in the logical reasoning of
some of the increasing human issues and challenges such as health and explanation of the world
physical state. On the same note, over the past decade technology development and application
has continued to revolutionize the world in various different sectors which majorly include
communication, transportation, and industrial processes (Cargill, O’Connor, & Li, 2012).

TEACHING SCIENCE AND TECHNOLOGY 3
Therefore, technology is considered one of the greatest features in any country which in turn play
a very huge role in economic development and sustainability. Through the importance of the two
elements, their correlation with one another is significantly important, especially in the current
education system (Chubb, 2011). With the two fields, effective techniques and tools can be
easily achieved in the approach of creating new designs and evaluating the feasibility of the
designs.
Science and technology contribute to one another in various different ways which include
the exchange of knowledge base i.e. more efficient research strategies and new technologies and
broader interaction between social and environmental factors. Through the continuous changes in
technology and science, the area of learning and teaching has largely enlarged in order to be able
to accommodate the vast information which also continues to increase by the day. Currently, in
Australia, the government has embarked on creating and implementing various programs which
are meant to support the development and application of science and technology in the education
curriculum (Marginson, Tytler, Freeman, & Roberts, 2013). Some of these projects and/or
programs include STEM which is “Support for Science, Technology, Engineering, and
Mathematics”. In the approach of embracing science and technology development in the
education sector, the Australian government has invested over 1.1 billion dollars in programs
such as STEM as one of the major aims of promoting the integration of science and technology
in the ‘Digital Age’ (DeJarnette, 2012).
The relationship between science and technology in the education system has been
widely discussed to have many advantages. In general, science and technology are one of the
major approaches that most of the policy makers today have identified as one the main tools
which can be used to solve the wide range of challenges in the society. In other words, the two