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Research on Technology and Literacy Educational researchers and practitioners alike assert that the potential of new technologies for learning is likely to be found not in the technologies themselves but in the way in which these technologies are used as tools for learning (Means & Olson, 1995; Owston, 1997; Valdez et al., 1999). In literacy instruction, technology has both traditional and authentic uses (see Singh & Means, 1994). A traditional use of technology is skills reinforcement; for example, students who need additional practice in reading might work individually on computers equipped with reading-comprehension software. An authentic use of technology is using it as a tool to accomplish a complex task; for example, students who are creating a written report might use the Internet for research, word-processing software to write and format the text, and hypermedia software to add images. Therefore, it makes sense to consider the variety of uses as they illustrate best practices.

"Studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."

Among the studies Greenfield analyzed was a classroom study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did.

Social emotional literacy involves developing competency with "friendship skills, emotional recognition, problem-solving skills training, violence and substance abuse prevention, and social and anger coping skills"[15]. The necessity of this skill set is just as important in online communication as it is in traditional face to face communication. The lack of verbal and visual cues makes communication more difficult for senders and receivers of messages. Trusting individuals on chat sites, trusting emails from unknown sources, and making online purchases are just some of the tasks that require overt instruction or experience with online socio-emotional literacy. Socially literate users of the internet know how to avoid traps, such as emails econtaining viruses, mostly through experience, but also through some overt training[16].

use of computer-based tools such as spelling and grammar checkers, as well as calculators, enable students to complete assignments without knowing how to manually perform those same functions.

it prevents students from developing and using basic literacy, math and communication skills

While equipment is being repaired, students experience delays in their learning.