Technology has the ability to enhance learning with positive results. That said, we need to be careful not to assume all technology is good technology or that just having access to technology automatically equates to higher learning outcomes. Strong leaders in education carefully select technology tools and implement strategies so that the tool will not distract or take away from the learning goals, which can easily happen.  -Elizabeth Moje-

I can completely relate to that piece of wisdom, as we have explored 1:1 iPads in our primary classes. Sometimes classrooms can be overzealous in the use of technology, and the point of its use gets lost in using this “shiny tool”. We’ve had to reflect, is it the app/tool that drives our instruction or is it the curriculum? And I think to refine our choices through this filter (the curriculum) is helping us to make better decisions when selecting technology tools.

Studies by Harold Wenglinsky and other researchers from the US Department of Education have indicated that there are criteria that we must consider in our decisions with effective technology use in the classroom. Educators have to ask themselves the following:

1. Does it elicit higher-order thinking around the content or just an over consumption of content?
2. Are their social interactions between students, which help build student knowledge. Collaboration is a key skill in developing digital literacies, so keep that in mind when selecting tools.
3. Does it provide quality over quantity when it comes to practicing skills so that critical thinking is being developed?
4. What is the “value-added” element of the tool?  Is instruction more personalized and/or differentiated; and can the students develop a more sophisticated understanding of the content?

When it comes to developing literacy skills, we have to remember that whatever the tool we choose, it should augment what we already know is critical in developing good readers. So what do we know about good readers?

• They are active, with clear goals in mind and a purpose for reading.
• They are constantly evaluating the text, asking questions and making predictions.
• They can peruse the text carefully, noticing the importance of text features and structure.
• As they read, they are engaged in making meaning of the text, constructing and revising their understanding.
• They are making decisions as they read, reflecting on what to read carefully, what to read quickly, what not to read, what to reread, and so on.

When it comes to good writing, we want to make sure the tool reinforces what we know is vital to cultivate in our learners:

• Writing that is focused, with an obvious topic or idea.
• Ideas that are detailed and flow clearly.
• The student engages in a process of revision, elaboration, and editing so that the writing improves.
• The student sees themselves as an author and is aware that their writing is meant to be shared and appreciated.

Keeping in mind, what we know about good literacy instruction, then we can use technology to amplify the learning in our classrooms. I love what Eric Johnson says about using technology in his instruction, as he explains how teachers can discern what makes for enhanced literacy teaching and learning with technology.

Considering this, when we want to amplify the results of our literacy programs, we need to make sure that students aren’t sitting alone, swiping mindlessly through an app or game, but instead, we have a clearly defined purpose for using the tool, and then demonstrate how to use these tools through a Think Aloud or Read-aloud. We may have to model how to work collaboratively in order to apply certain literacy strategies and/or complete a project.  This could include even how students should be sharing their knowledge, and reflecting how well they are doing in meeting the standards of the task.

In our classrooms, we want our students engaged and their learning enhanced as they work with technology. Even at home, I’m a huge advocate for showing students and their families how iPads are tools and not toys so that there is more thought put into the use of this technology. We want our students to be empowered and innovative so that there is a shift from consumption to creation when it comes to content.

So before you start app smashing or sit your student down to a website, ask yourself what impact will this technology REALLY make in the overall learning? And if you can’t identify that, then move away from the “shiny tool” syndrome and take more time to either find a more appropriate tool or use a time-tested traditional method to meet the learning goals.