Most of the time, we focus on “student engagement” as the end goal of technology integration. The use of digital tools – even at a superficial or substitution level – can appear to engage students a bit more than traditional “paper and pencil” methods. A teacher sees more students paying attention during Kahoot, and considers it to be evidence of effective use. There is nothing wrong with using "Kahoot" or Google slides in the classroom. But if engagement is how we define “better teaching and learning”, then for many (most?) teachers, a Kahoot or a Google Slide presentation with narration or music might be considered “better teaching and learning”, especially if that engagement initially leads to slightly better ‘test’ results. But is using technology to engage students really “better teaching and learning”? I don’t believe it is.
|Fullan, Langworthy, and Barber 2014|