National science and mathematics standards stress the importance of integrating technology use into those fields of study at all levels of education. In order to fulfill these directives, it is necessary to introduce both in-service and preservice teachers to various forms of technology while modeling its appropriate use in investigating “real world” problems and situations. Using the conservation of mechanical energy of a falling and bouncing ball as its context, this paper describes how inexpensive video analysis technology makes possible the investigation of numerous types of motion with detail and precision that would be incredibly difficult, if not impossible, without the use of this technology.
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A survey of the AETS membership was conducted to examine potential gaps in their current versus desired knowledge about technology uses relative to science teacher education.