This study investigated the enhancement of science learning outcomes achieved through the use of emerging communication technologies and pedagogies. The implementation engaged learners aged from 9 to 13 in Queensland public schools in a series of synchronous electron microscopy experiences delivered from a remote location. Learners interacted synchronously with an inter-disciplinary team of scientists and science educators. Learners were 'co-researchers', presenting their research findings to the expert science team prior to the live session. This learner-research was the basis of a 'script' for the live intervention. We were able to confirm that student-learner knowledge, understanding interest and attitude was enhanced by this innovative combination of technologies and practice. In a similar manner, there is strong evidence that there has been change in teacher knowledge and understanding and interest in science.