The primary emphasis of technology use is still on basic skill acquisition, but evidence shows that the student is beginning to use technology to engage in learning practices that lead to new ways of thinking, understanding, constructing knowledge, and communicating results. The vast majority of student technology use is teacher directed, with students assigned to use particular technology tools, applications, or resources as part of their academic work. Evidence Similar to Level 1, except technology use becomes more routine and regular. More advanced uses begin. For example, students use a word processor or appropriate software to enhance the organization of products, and to improve quality.
Students use technology to improve problem-solving, reasoning, and thinking skills.
Students use application programs to discover concepts and relationships, especially in science, math, and social studies. Students know how to use search engines, find useful Web sites, and download and copy information from the Internet. Students know how to use appropriate technologies, such as CD-ROM encyclopedias, as research tools. Level 3 Students regularly use technology within their learning activities. Fluent use of technology positively affects and fosters the student's motivation to engage in learning practices that lead to new ways of thinking, understanding, constructing knowledge, communicating results, and acquiring basic skills.