Digital technologies are being touted as a panacea to science education's problems. Proponents of technology in science education indicate that technology makes abstract concepts real, facilitates engagement, among other things. But, does it affect student academic achievement? Do students prefer learning through technology to being taught by a teacher? These and many other issues are discussed in this book. The information for this book was gathered from high school students who were taught through digital technology and another group who were taught through the conventional approach. The academic achievement of both groups were then compared. Students' views on their learning experiences with technology have also been presented.