Pedagogic practice integrating primary science and elearning: the need for relevance, recognition, resource, reflection, readiness and risk

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This article describes a well‐funded and well‐equipped model of teacher professional development that encouraged the promotion of information‐rich learning environments for learning science. A community of practice using face‐to‐face and electronic communication encouraged learning, and generated and ensured pedagogical change and innovation. The community of teachers, educators and scientists developed resource materials involving various technologies that were used by the teachers with their classes. Data collected through teacher surveys, online dialogue, interviews, pupil work, teacher ‘show and tell’ and limited classroom observation suggest that technology integration in primary science lessons was governed by six key elements: relevance, recognition, resource, reflection, readiness and risk.