The author argues that to examine the relationship between technology use and student outcomes, the quality of technology use--how, and what, technology is used--is a more significant factor than the quantity of technology use--how much technology is used. This argument was exemplified by an empirical study that used both angles to examine the…

Classroom teachers routinely make judgments on the quality of their students' work based on their recognition of how effectively the student has assembled key features of the genre or the medium. Yet how readily can teachers talk about the features of student-created multimodal texts in ways that can improve learning and performance? This article…

Presents an instrument for planning for staff development to help identify how much teachers know about technology and its integration into the classroom. The Teaching with Technology Instrument's (TTI's) 46 items are grouped in three areas: writing and communication skills, information access and management, and construction and multimedia. The…

Discusses answers to four questions school districts should consider in assessing technology's contributions to education: How should students learn technology skills? Should technology-enhanced learning replace paper-and-pencil knowledge? Will appropriate student use of technology lead to higher test scores? How do we obtain or produce teachers…