Professor Louis Trudel holds a Ph.D. in Education from the Université du Québec à Montréal. He teaches science education courses in the teacher education program as well as courses in quantitative research methodology at the master's level in education. He recently organized a symposium within the framework of the Canadian French Association for the Advancement of Science (ACFAS) on the relationship between formal and informal education to develop scientific education in which Canadian and international researchers were invited. He is currently participating in the publication of a volume on this issue. Dr. Trudel has published several articles on topics related to science education in trade journals.

In this presentation, we will first examine the various functions technology can play in STEM education, as well its advantages and limits. Indeed, STEM classroom has not escaped the digital revolution. In the laboratory, computers and probes allow quick and easy data collection and analysis, so students can test their hypothesis, and variations of it, within the time limits of the school curriculum. Aside this technical prowess, a new generation of software aims to integrate the principles of knowledge construction into an integrated approach enabling the student to actively participate in his own learning. In teacher training, software helps student teachers to design pedagogical scenarios that can be later commented upon and evaluated by practicing teachers, opening the door to continuous teacher professional development. As a conclusion, we plead, in order to benefit from these various contributions, for a continuous interaction through research between the development of technological tools and their pedagogical use in STEM education.