As human beings, we can interact with our environment through the sense of touch, which helps us to build an understanding of objects and events. The implications of touch for cognition are recognized by many educators who advocate the use of “hands-on” instruction. But is it possible to know something more completely by touching it? Does touch promote the construction of more connected and meaningful understandings? Current technology makes the addition of touch to computer-generated environments possible, but the educational implications of this innovation are still largely unknown. This article is a baseline review that examines the role of touch in cognition and learning and explores the research investigating the efficacy of the haptic augmentation of instruction.

Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field.