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The real promise of the new technology is that it can bridge the distance between teacher and students, between students and texts, in truly innovative ways. But it takes time and understanding of the new applications and devices to make good on this promise.

When it comes to technology – something so ingrained in our daily lives – what if we stop asking “why” and start asking “how”? What if we told stories about solutions instead of failures?

unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.

“Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”

a pedagogical shift away from limitations of the traditional classroom model to a promising blend of active learning, student engagement, and hybrid course design.

Some of the latest technology tools for the classroom, however, promise to ease the challenges of differentiating instruction more creatively and effectively, ed-tech experts say, even in an era of high-stakes federal and state testing mandates. New applications for defining and targeting students’ academic strengths and weaknesses can help teachers create a personal playlist of lessons, tools, and activities that deliver content in ways that align with individual needs and optimal learning methods.

Preliminary data showed significant student progress toward mastering the skills targeted in the program, officials say

“By leveraging technology to play a role in the delivery of instruction,” he says, “we can help to complement what live teachers do.”

Laptops make learning and schoolwork more interesting, students and teachers said.

Writing test scores have improved

Freeport math skills have jumped

Re-writing curriculum, engaging in faculty development, and implementing new instructional design models are essential if we are to realize the promise of technology. Funding faculty workshops, developing master teachers who can teach others, and sharing content development costs regionally are just some of the ways we can approach this challenge.