For most college and university faculty, there seems to be no shortage of digital tools
available for use in teaching. Think for a moment about such technology as presentation
and communication tools, the internet, the laptop computer, and personal response
systems (i.e. clickers) and what such tools have done to change the classroom learning
environment. Such change, however, begs an important question for faculty to consider:
In what ways have digital technologies enhanced student learning? Such a question is
addressed in this paper as the authors explore the overall impact of digital technology on
student learning in undergraduate biology courses in the U. S. More specifically, this
paper weaves a historical, theoretical and philosophical perspective about life science
education reform efforts aimed at providing undergraduates with interactive learning
experiences, and in doing so offers readers a framework for a more focused
understanding about how digital technology can lend itself to good teaching that is
interactive and dependent upon well thought out learning outcomes. Further, the authors
provide readers with descriptive examples of practical applications for digital technology
use in the interactive biology classroom, and conclude by positing some key questions
that serve to guide faculty who wish to use their research skills to understand how their
own use of digital technology affects student learning.