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How Should Chemistry Educators Respond to the Next Generation of Technology Change?

Department of Chemistry and Biochemistry, State University of New York at Oneonta, Oneonta, NY 13820, USA
Educ. Sci. 2020, 10(2), 34; https://doi.org/10.3390/educsci10020034
Received: 5 November 2019 / Revised: 20 January 2020 / Accepted: 7 February 2020 / Published: 11 February 2020
(This article belongs to the Special Issue Advances of Augmented and Mixed Reality in Education)
Chemical educators are facing a new generation of instructional technologies that impact classroom teaching. New technologies, like smartphones, cloud computing and artificial intelligence take learning beyond the classroom; 3D printing, virtual reality, and augmented reality provide new ways to teach the virtualization skills that are important for chemists. These technologies cause students to become more isolated, so students may not develop the social skills that they will need for today’s workplace. Individualized learning may be beneficial to many students, but it will create challenges for faculty. Although this article focuses on chemistry education, it should be apparent that a similar argument could be made for other sciences, like physics and biology.
Keywords: augmented reality; artificial intelligence; badges; Big Data; blockchain; cloud computing; micro-credentials; microlearning; 3D printing; personalized learning; smartphones; virtual reality augmented reality; artificial intelligence; badges; Big Data; blockchain; cloud computing; micro-credentials; microlearning; 3D printing; personalized learning; smartphones; virtual reality
MDPI and ACS Style

Pence, H.E. How Should Chemistry Educators Respond to the Next Generation of Technology Change? Educ. Sci. 2020, 10, 34.

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