The starting points for this chapter will be a consideration of the nature and purposes of education, and the potential role of technology in supporting educational processes. A key assumption here is that technology should always be designed and employed to meet identified human aims - what we want to be able to do, rather than what the technology can best do. The chapter then reviews key findings from the learning sciences, understood broadly, regarding the limitations and constraints on human learning relevant to the practice of science education. These include the limitations of working memory, the interpretive nature of perception, the widespread incidence of alternative conceptions among learners, and the importance of reinforcement and consolidation of learning. This allows the identification of areas where technology can support the teaching and learning of sciences in the light of the natural characteristics of human cognition. The chapter then considers various types of digital tools available to teachers and learners that offer affordances that can enhance the learning process by supporting teaching to overcome the inherent limitations of human cognition. The chapter concludes by suggesting how the further development of technological tools can best be shaped in the light of findings from the learning sciences.