This article introduces a framework for classifying information and communication technologies (ICT) in hands-on science activ-ities in K-12 education. Exemplary projects from the USA and the Netherlands demonstrate the potential of the use of ICT. Ex-amples from Japan illustrate how developments in hands-on sci-ence in the western world have influenced Japan's educational policy at the national level, leading toward systematically planned initiatives in that nation. The impact of hands-on sci-ence on student learning is also discussed. The article concludes with a discussion of possible technological, logistical, and peda-gogical barriers to wide-scale implementation.
|Number of pages||19|
|Journal||Journal of computers in mathematics and science teaching|
|Publication status||Published - 2000|