For instance, when we start assuming that 1st graders will have access to word processing programs, it becomes much more sensible to think about asking them to write before they are fluent readers. A third benefit from technology is that it can extend and enhance what students are able to produce, whether the task at hand is writing a report or graphing data. The selection and manipulation of appropriate tools for such purposes also appear to stimulate problem solving and other thinking skills. In addition, technology lends authenticity to school tasks. Because the products of student efforts are more polished, schoolwork seems real and important.
Students take great pride in using the same tools as practicing professionals.
Finally, in many of the classrooms we visited, the introduction of technology has given teachers the opportunity to become learners again. The challenge of planning and implementing technology-supported activities has provided a context in which an initial lack of knowledge is not regarded as cause for embarrassment. As a result, teachers are eager to share their developing expertise and to learn from one another. As they search out the links among their instructional goals, the curriculum, and technology's possibilities, they collaborate more, reflect more, and engage in more dialogue. What technology will not do is make the teacher's life simple.