Abstract: This paper analyses the contribution of video-podcasts, through a theory of learning, in a science education learning sequence. Reports show that science education has been failing to engage students in science (Aikenhead 2006 Lyons 2006). Students appear to predominately be disengaged and disinterested and Information and Communication Technology (ICT) is viewed as having the potential to contribute to both the enhancement of engagement and improvements in learning (Hawkey 1999). Recent policy initiatives, internationally, have drawn attention to the need for personalised learning that has a strong emphasis on engaging students to achieve higher learning outcomes. Video-podcasting and blogging have been used to attempt to address concerns in science education and their contribution is analysed in this paper.