An important part of the "just right" tool is looking for technology that allows for differentiation of learning.

The teacher think-aloud is a literacy routine for modeling that can be helpful when showing students how to think when navigating software.

It is important for teachers to create structures around the technology tool if the tool does not have collaboration built into it already.

Asking students to stop using their devices and turn and talk to their neighbor about what they are learning is called...

Asking students to reflect on specific aspect of their learning, share with a partner, then share out to the class what they talked about with their partner is called...

Grouping students and giving each partner a purpose and a role is called...

When using the ____________ strategy, students should be asking themselves questions like "I wonder..." or I notice..." as they engage in content.

When students are asked to stop working on their device, switch their device with another student, then provide feedback on their work it is called...

Graphic organizers, concept maps, drawing, movies, animation, and digital posters are all possible examples of...

Interactive Share-Alouds are similar to Read-Alouds, but students build or co-construct ideas using a collaborative piece of software.

Using technology to elicit students prior knowledge does not help students make more authentic connections with the content they are learning.

Teachers should never allow students to select tools to complete an assignment goal.

Teachers should avoid assuming that a technology tool is accurately monitoring learning because it is collecting data.

When teachers sit down with students they can...

Giving students a checklist with questions they can periodically stop and answer is an example of...

Student share-aloud, turn and talk, and co-use of tool are all examples of technology integration strategies.

Effective technology integration is only as good as the instructional practices used within and around the tool.