Good use of digital technology in the math and science classroom is when its inclusion brings another element to class. This could be facilitating the sharing of ideas and experiences with students/speakers on the other side of the world, watching in real-time the repair of the ISS, or allowing students to manipulate objects that would normally be out of reach or impossible to access. It allows for more inclusive education (eg. for students with needs that cannot be met with traditional paper/pen or difficulty with speech) and can help met the needs of all learners, and foster creative and out-of-the-box thinking. Digital technology allows students to share their ideas and receive feedback to an authentic audience– addressing some of the conceptual challenges they may have.

Good use of technology is not the substitution of technology for worksheets. Technology is also not a substitute for poor teaching. It is how can we make the learning more effective.

This vision of strong digital technology use is possible in Canadian classrooms. Most schools are fortunate to have access to Internet and devices such as iPads, laptops, and desktop computers. Many students have their own devices. While it may be out of reach for 1:1, at least having technology, even shared in schools, allows for possibility. What makes it a challenge is the lack of/unequal distribution of resources, and the infrastructure (speed, networks) that districts may provide. Cost and time are always factors. Encouraging teachers to take risks in their classrooms, Pro-D, and mentoring help to educate teachers. Being creative with budgets (do we want/need more photocopying/textbooks?), applying for grants, and discussing with your administration the benefits to students’ technology may lead to acquiring tech for your students.

Keeping the why and what is best for our students at the forefront of our minds when implementing technology in our classrooms will help to keep us on the right path.