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Related Experiment Video

Updated: Apr 8, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Teaching and communicating science in a digital age.

Graham Scott1

  • 1School of Biological, Biomedical and Environmental Sciences, University of Hull, Hull, HU6 7RX, UK.

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Summary

This study questions common assumptions about digital literacy and effective science communication in higher education. It explores the real impact of digital technologies on teaching and science communication globally.

Keywords:
digital ageeducationscience communication

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Area of Science:

  • Science Communication
  • Higher Education

Background:

  • Assumptions about universal digital literacy and access in science education are prevalent.
  • The effectiveness of digital technologies in enhancing learning experiences is often presumed.

Purpose of the Study:

  • To critically evaluate the assumptions surrounding digital literacy and access in science communication.
  • To reflect on the impact of digital technologies on teaching and communicating science in higher education.

Main Methods:

  • Analysis of presentations from the 'Teaching and Communicating Science in a Digital Age' symposium.
  • Collating papers and discussions from global Higher Education Professionals.

Main Results:

  • The study highlights a need to question the assumed ubiquity and effectiveness of digital tools in science education.
  • Identifies diverse perspectives on the role and impact of digital technologies.

Conclusions:

  • The integration of digital technologies in science communication requires a more critical and evidence-based approach.
  • Further reflection is needed on the actual benefits and challenges of digital tools for educators and learners.