A Visual for Thinking About Thinking on Effective Technology Integration
Augmented and virtual reality, 3D printing, coding, robotics, flexible seating/learning spaces, and the latest apps are some of the most discussed topics at conferences and on social media when discussing the current state of education.
As much as technology has changed in the last 10–15 years, in some cases instructional strategies are not keeping pace.
It’s my belief that when we focus on creating the conditions for powerful learning first and foremost, education technology can be transformational. However, what we’re learning is that technology amplifies well-intended instructional practices, for better or worse.

One approach I’ve witnessed be very successful happens when we don’t put the cart ahead of the horse. The first step is to prioritize learning strategies like differentiation, problem or project-based, blended learning, personalized learning, data-informed instruction, and standards-based learning. Next, identify the curricular goal and essential technology skill.
Once this is accomplished, determine the type of assessment. Usually, multiple types of formative assessment are woven throughout a “unit” or a “lesson plan.” Other factors to consider is how much scaffolding students need with the technology. Ideally, it’s best to avoid introducing new technology when teaching new skills/content. When done simultaneously, learning the tech takes away from the curricular goal. and nobody wants that. Here’s a visual we created when I was still working in the schools to help visualize a suggested process for effective technology integration.

By focusing on the intended outcomes before choosing the technology not only makes it easier to navigate the over-saturated ocean of edtech, it will ensure the learning is about skills, critical thinking, problem-solving, etc. It also affords teachers a moment to stop an consider whether engagement from technology use is different than engagement from learning. Ask yourself, am I using tech because it amplifies my teaching and the student learning, or am I doing it because the teacher across the hall does?
