Information and communication technologies (ICTs) can serve as tools for visualization (Barak & Dori, 2011), creating learning communities (Barak & Rafaeli, 2004), enhancing conceptual understanding (Barak & Dori, 2005), and for promoting higher order thinking skills among students (Barak & Dori, 2009). As ICTs and new learning methods evolve, science teachers are expected to integrate rich and exciting learning environments. However, studies show that although many teachers are aware of the potential of ICTs, many still adhere to traditional, teacher-centered instruction (Barak et al., 2011; 2016; 2017).

There are several barriers to effective implementation of new practices and ICTs in science education. Lack of motivation or resources are some of the obstacles. But in many cases, science teachers refrain from applying new practices because they themselves had little exposure to advanced instructional methods in science and engineering universities. As graduate students, they are mostly subjected to traditional teaching, including lectures, exercise sessions, and laboratory work. It is therefore the responsibility of teacher educators to set examples for innovative ways for teaching and learning science.