In order to have effective digital technology in a Math and Science classroom, we must make sure that the technology is transformative. I have seen many technologies brought into classrooms which are a digitized version of textbooks and workbooks; these do not play to the strengths of technology nor are they transformative. When implementing technology, the question should always be asked: “Is this an improvement in learning from the status quo”. By asking this question, we should be making sure that we are not merely adopting technology for the sake of technology but rather adopting technology because it is improving learning.
Digital Technology in Math and Science classrooms need to have meaningful interaction with students. Meaningful interaction is the ability of the technology to adapt and change to the specific student. An example of this is Khan Academy practices which will increase or decrease in difficulty depending on student achievement, even going as far as recommending next steps or helpful tutorials.
Further, technology should allow students who are at a higher level, be able to play on their curiosity and advance at their own pace. Self-driven assignments tend to allow themselves to expand to meet student capabilities and so help advance students enrich their learning.