Digital technology in math or science classrooms can sometimes be used more of an accommodation rather than a tool that inspires and facilitates student to extend their understanding. Good use of digital technology requires a good plan of pedagogy and lesson planning around the use of the digital technology. The lessons should not simply ‘tack-on’ technology as a crutch or a modification to a lesson that could function without digital technology. The students should explore the use of the technology in an inquiry based learning experience and develop their own understanding of how the technology works and how it can help them learn.
I also feel that proper use of technology should promote students to become self -directed, work at their own pace, and track progress over time. Today, it is much more feasible to provide each student a personalized experience based on a particular need. If a student struggles with a concept then more practice and explanation should be provided. If they have acquired or mastered a skill, they should be able to move on to the next concept or receive an engaging activity that enriches their knowledge. This would ensure that students are remediated or enriched as needed and create a differentiated learning experience that meets the needs and interests of a diverse population of individuals.
Keith Greenhalf