Laptops and other tools of technology can provide an excellent way to deliver instruction to students, but with an almost umlimited base of information available through the internet, how do we make sure students are getting the things that we want them to get? Student engagement almost always increaases when students use technology to frame answers to the big questions we give them but that engagement must be productive and lead to the learning objectives that we want them to know. So, how can we direct learning in a way that will make use of the tools of technology and at the same time accomplish our learning goals?

No amount of technology can make up for a lack of planning, not unpacking standards or failing to communicate expectations to students. Giving students laptops without carefully planned instructions for what needs to be done with them is setting students up for failure. Teachers should give explicit instructions to students about what to look for, where it can be found and what information or product is expected at the end of the research. Time limits should be set and for longer assignments, check points along the way should be created that will allow the teacher to assess student progress toward the completion goal. The teacher must know the targeted standards and be prepared to redirect students who’s research strays from the target. Guiding questions can be helpful in keeping students on target and should be clearly communicated to students. The teacher must know the key points that need to be included and may need to supplement the student’s research if it fails to uncover key understandings from the guiding question and targeted standards.

A lesson should not end with the use of technology but the discovered knowledge should be applied, shared, discussed and assessed. Often teachers create an assignment that involves using technology to obtain information, effectively monitor the acquisition of this information and make sure students receive the correct information but fail to make use of the information in leading students to real, retained knowledge of the lesson standards. While the computer was an excellent information delivery tool, the real knowledge will be gained when the aquired facts are used in partner, group or whole-class discussion that is carefully moderated by the teacher. This gives the teacher a chance to assess different students’ levels of understanding and also gives the teacher a chance to fill in knowledge “gaps” that students may display. As a bonus, it also enhances student thinking and communication skills. Students can also be asked to organize and write down their thoughts and ideas. This is another chance for teachers to assess individual learning and provide feedback before unit testing.

Most good lessons involving the use of technology will also involve oral and written communication as a way for both student and teacher to assess understanding of the topic. Technology acts as the delivery tool for information and the teacher guides the student to acquistion of knowledge. Should we use technology in the classroom? For almost all educational levels and subjects, the answer is almost always “yes!” When used correctly, technology is the tool. Conversation, collaboration and written response are the learning methods.