In Leftovers from COVID-19: Exploring How New Teachers Use Digital Learning Tools to Promote Effective Science Conversations, Bryan A. Brown and his co-authors take readers on an enlightening journey through the shifting landscape of science education in the wake of the pandemic. This study dives into the experiences of pre-service science teachers as they navigate the integration of digital tools into classroom discussions—a necessity turned innovation in the face of emergency remote teaching. Anchored in Cole’s Activity Theory, the research reveals a striking transformation: while these aspiring educators initially viewed technology as a peripheral aid, they later recognized its power to enhance engagement, lower barriers to participation, and cultivate metacognitive awareness. What emerges is a compelling argument for the enduring role of digital tools in fostering equitable and dynamic science discourse, proving that some pandemic-era adaptations are not merely leftovers but essential ingredients in the evolving recipe of modern education.
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