Drivers and contexts: Models for integrating students learning in science and digital technology

To support students to develop understanding of, and skills in, digital technologies (DT), teachers worldwide are exploring ways to integrate DT into their classroom programmes. Approaches include integrating DT learning with other curriculum areas, and situating DT learning within authentic, real-world contexts. Here, we report four case studies in which three primary school teachers and one secondary school teacher integrated DT learning outcomes within their science programmes. Drawing on these four case studies, we investigated: How can the differing ‘components’ of science and DT be arranged to provide meaningful learning outcomes in both curriculum areas? The findings identify models for integrating science and DT teaching and learning, indicating ways in which educators might sequence science and DT learning to be both driver and context to maximize how science learning supports, develops and contextualizes digital technologies learning and vice versa. Choosing from these models (and others) has implications for how educators sequence learning to support student learning in both DT and science. Key words: Digital technologies, science, curriculum integration, learning design.