In today’s digital realm, Filipino learners’ science achievement in standardized test lags in comparison with those of other countries around the globe. Additional challenge was set forth by the rise of the new normal scheme in the country’s educational system demanding for the use of more maximized technological tools. Despite the advent of technology, local studies associating different modes and platforms in reinforcing science learning through pedagogical approaches in preparation to the New Normal remain scarce. This article provides the need for one as it attempts to serve as the first critical review on technological tools to be incorporated in teaching science across learning levels. This study explicates three classifications of tools to cater various learning continuity plans: (a) Distance Online Resources; (b) Distance Online Tools; and (c) Blended Learning Tools. This study also offers assistive guidelines and frameworks for science educators in utilizing suitable technological tools for various teaching and learning contexts. The study further underscores the challenges and implications of integrating technological tools in science classrooms, thus, attempting to provide assistance to education’s stakeholders and the need for further studies on tools that can be utilized in the new normal teaching scheme.
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