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What we must never forget, no matter what circumstances are forced upon us, is that without failure, there is no success. We learn when we fail. We grow when we fall. Science is all about learning from failure, and failure is a key component of innovation, without which nothing would ever be tried. The right technology brings with it the opportunity to create environments where students have the opportunity to not just fail, but to fail gracefully, recover quickly, and move forward having learned from the experience in a non-threatening way.

As is so well stated by Weston & Bain (2010), "Bransford et al (2000), Jonassen (2000, 2004, 2006, 2008), and Jonassen et al. (1999), fix the future of educational technology in cognitive tools that shape and extend human capabilities. Cognitive tools blur the unproductive distinctions that techno-critics make between computers and teaching and learning (Bullen & Janes, 2007; Hukkinen, 2008; Kommers et al., 1992; Lajoie, 2000). When technology enables, empowers, and accelerates a profession's core transactions, the distinctions between computers and professional practice evaporate.

For instance, when a surgeon uses an arthriscope to trim a cartilage (Johnson & Pedowitz, 2007), a structural engineer uses computer-assisted design software to simulate stresses on a bridge (Yeomans, 2009), or a sales manager uses customer-relations-management software to predict future inventory needs (Baltzen & Phillips, 2009), they do not think about technology. Each one thinks about her or his professional transaction." 

Don’t show, don’t tell? Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration. Emily Finn, MIT News Office

It turns out that there is a “double-edged sword” to pedagogy: Explicit instruction makes children less likely to engage in spontaneous exploration and discovery.

The danger is leading children to believe that they’ve learned all there is to know, thereby discouraging independent discovery.

Pedagogy and content, Mishra says, can’t be considered independently of each other;

using technology as a starting point, a way to introduce new experiences and modes of expressions.

Feedback, particularly how often and how it is given, is “massively underappreciated,” says Neil Heffernan,