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Technologies available in classrooms today range from simple tool-based applications (such as word processors) to online repositories of scientific data and primary historical documents, to handheld computers, closed-circuit television channels, and two-way distance learning classrooms. Even the cell phones that many students now carry with them can be used to learn (Prensky, 2005).

Bruce and Levin (1997), for example, look at ways in which the tools, techniques, and applications of technology can support integrated, inquiry-based learning to "engage children in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world." They developed the idea of technology as media with four different focuses: media for inquiry (such as data modeling, spreadsheets, access to online databases, access to online observatories and microscopes, and hypertext), media for communication (such as word processing, e-mail, synchronous conferencing, graphics software, simulations, and tutorials), media for construction (such as robotics, computer-aided design, and control systems), and media for expression (such as interactive video, animation software, and music composition). In a review of existing evidence of technology's impact on learning, Marshall (2002) found strong evidence that educational technology "complements what a great teacher does naturally," extending their reach and broadening their students' experience beyond the classroom. "With ever-expanding content and technology choices, from video to multimedia to the Internet," Marshall suggests "there's an unprecedented need to understand the recipe for success, which involves the learner, the teacher, the content, and the environment in which technology is used."

In examining large-scale state and national studies, as well as some innovative smaller studies on newer educational technologies, Schacter (1999) found that students with access to any of a number of technologies (such as computer assisted instruction, integrated learning systems, simulations and software that teaches higher order thinking, collaborative networked technologies, or design and programming technologies) show positive gains in achievement on researcher constructed tests, standardized tests, and national tests.

If you come across a question you can't answer, be honest. Don't bluff or portray yourself as an expert when you aren't. Instead model the collaborative skills you've developed and work together with the student to solve problems.

By sharing power you enhance the learning community. 

Here are some problem solving tips.

Free ICT E-learning courses

the iPad makes a terrific notebook — in the traditional sense. For me , the iPad has completely replaced the need for a pen and a pad of paper in meetings. I now take all my notes electronically with the iPad and can quickly and easily do several different things with the notes afterward

note taking is now one of the leading business functions of the iPad. It’s one of the reasons why the iPad has become a preferred tool for many people who spend a large chunk of their time in meetings

Instead, there is a new trend happening: We’re not really paying attention to our friends we’re connected to online. Take Twitter, for example. Twitter used to be a great place for many early adopters to talk tech. It wasn’t so long ago that there were few enough people on Twitter that you could read every single tweet in your stream. But as the network began to become more dense, and people found more people they knew and liked on Twitter, they began following hundreds of people, and reading all those tweets became impossible. This is such a fact of life that entire companies are based on the premise that you have too many friends on Facebook and Twitter to really pay attention to what they’re saying.

Therein lies the paradox of the social network that no one wants to admit: as the size of the network increases, our ability to be social decreases.

As the number of bits, photos and links coming over these networks grew, each of those invisibly began to decrease in worth.

How can we best use limited resources to support learning and familiarize students with technology?

get creative with lesson structure

Take advantage of any time that your students have access to a computer lab with multiple computers.

Users need to understand that stealing or causing damage to other people’s work, identity, or property online is a crime.

Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical.

Digital citizens have the right to privacy, free speech, etc.