USING DIGITAL VIDEO TO ENHANCE AUTHENTIC TECHNOLOGY- MEDIATED LEARNING IN SCIENCE CLASSROOMS Matthew Kearney Faculty of Education, UTS (Kuring-gai Campus), NSW. ABSTRACT Over the past decade, the field of educational technology has endorsed constructivism as a suitable referent for the development and meaningful use of appropriate software in education. Examples in science include the constructivist use of multimedia such as video- based laboratories and student multimedia authoring, microcomputer-based laboratories (MBLs) and microworlds. When used in peer learning environments, students can use representations from these programs as ‘conversational artifacts’ (Pea, 1993), articulating their own views, reflecting on others’ ideas and negotiating shared meanings. This paper will give an overview of this area before presenting the main findings and future directions emerging from a recent study in this field. The study focussed on two secondary science classes using an interactive multimedia program that incorporated sixteen digital video clips showing difficult, expensive, time-consuming or dangerous demonstrations of mostly real-life, out–of–classroom scenarios. The program used the predict–observe–explain (POE) strategy to structure the students’ engagement with each scenario—the clips acting as stimuli for the sixteen POE tasks. The findings have implications for authentic technology-mediated learning in science classrooms. KEY WORDS Digital Video Multimedia Authentic Science Learning Predict–Observe–Explain Strategy