Most educators agree that, "Technology should be a tool for learning." As with most educational buzz-phrases, one must look beneath the surface statement for its true application. In some schools, students are assigned computer time and given "canned" activities. Some schools will argue that first students must be properly instructed in all aspects of a program before they can use it. Two deeply entrenched paradigms guide the use of technology in the classroom. 1) School is a collection of subjects (and "computers" is one of them.) 2) Children cannot learn unless they are directly taught by a teacher.

Let's think about tools, specifically the tools of a carpenter. The carpenter does not start the day with a list of screwdriver and hammer activities to be accomplished. Instead, the carpenter sets out to accomplish an authentic task, perhaps building a bookcase. The carpenter then envisions, measures, draws, saws, sands, nails, and stains using a variety of tools: pencil, ruler, T-square, wood saw, sandpaper, hammer, paintbrush. Even when first taught, the carpenter learned to use tools in the context of greater, more meaningful problems. What does the carpenter do when faced with a new challenge in need of a not-yet-available tool? The carpenter may seek the advice of other carpenters or carpenter-tool-providers. Once the new tool is in hand, the carpenter reads a sheet of directions guiding its use or learns by the modeling of another carpenter.

Now let's think about technology use in classrooms, for example, word processing. The common approach is to teach first the use of the keyboard (often typing inauthentic gibberish, like "asdf jkl;"). Then onto boldface, centering, underlining. For each skill, a task is designed to encourage use of the skill without requiring other skills. If a student asks how to perform some function not yet taught, the response might be, "not yet, that's next week's lesson."

Why not begin an authentic task, like writing a letter to a pen-pal, writing an information request to a company, writing a resume, and see what skills the students need? Most students have some knowledge of the computer, some level of expertise. A collection of "how-to" sheets can guide the student in the acquisition of specific skills. Students can assist other students. The teacher can provide a specific lesson if and only if it becomes apparent that most students cannot accomplish the task. All students will not be assigned a specific word processing activity. Instead, students will decide when to use the word processor to complete their assignments.

Teachers who approach the use of classroom technology truly as tools for learning see their students use technology with amazing facility. Points to consider ... Although you may need to assign computer time, allow students to use the computer for whatever they need to do in the context of their classroom assignments. If possible, keep one or two computers unscheduled so that students may use them as the need arises. Provide a word processor, spreadsheet program, collection of reference CDs, Internet access, drawing programs, and the like so that students truly have tools to be used across the disciplines. If a student is slow at typing, suggest the use of a typing program to build speed as a building block to the task at hand. Oh, and one more pet peeve ... allow students to compose at the keyboard, not just type the final handwritten draft. Remember, the carpenter doesn't screw the entire bookcase together and, once satisfied, then remove the screws and replace with nails.