The one issue that really stood out to me was how vastly the use of technology in the classroom varied from one example to the other. For example, in case 6, the technology itself had nothing to do with the science lesson. This is in contrast with the STEM class from Case 1. So, if the technology has nothing to do with the lesson, does using it actually translate to better engagement and understanding of the topics in question? Specifically, does making a powerpoint presentation, animation or podcast lead to a deeper understanding of the material? I guess the only way to answer this question is to conduct research to look into this or do a literature review to see if anyone has researched this particular question. Making a presentation is a time consuming activity and uses resources, and it would be great to be able to justify this by stating that this leads to deeper understanding of the material, or higher level of understanding/knowledge per Bloom’s taxonomy.