The use of technology for teaching, learning and research has  become almost ubiquitous in the chemistry classroom, from student response systems, simulations and virtual environments, to online courses complete with assessments. The data generated by such activities can be provide real insights into how students learn, and how we might provide environments that support learning. However, to take full advantages of the affordances of technology, the activities that students perform must be meaningful and must generate useful data that can shed light on student learning and trajectories towards competence. For this presentation we will present examples from our work using technology to investigate and assess student learning.

Using technology to collect and analyze data for research

247th National Meeting (2014)

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