Using Tech with Purpose in the Classroom
By Aimee Urdiales
Over the weekend, my son was chatting with me about how one of his teachers has the class jump on their Chromebooks when they start to misbehave because it calms them down. He said to me, “You know, Mom, it’s like when you want me to be quiet, so you tell me to play on my tablet.”
Do I do that?
After some thoughtful reflection, I realized…I DO do that! I have tech act as his babysitter! Not all of the time, but I recognized that when I get frustrated with him or when I need to get something done, I just put technology in front of him. How awful is that!
So then my next question was…why? Why do I do that?
It’s easy. It’s easy to have him play on his tablet and be quiet.
He enjoys playing on his tablet. I know he enjoys it, and I want him to do things that he likes.
I want him to be engaged with something so that I can focus on what I need to focus on. The tablet just happens to be the tool of choice.
You know, then, I had to ask myself…do I do this with my students, too? I did a serious deep dive into how I use technology in my classroom. Was I using technology as a learning tool, or just using it for technology’s sake, to pacify my students or even engage them? Good question, right! I did some real soul searching this week on that. What I found was eye-opening and profound for me. I use it passively with my child, but I use it deliberately with my students; in my classroom, it has its purpose and is always connected to the content.
Still, how many teachers are trying to use tech in their classrooms as an engagement tool, but are really using it because it’s easy to occupy the students? Because the students like it and are accustomed to using tech? Because grades are due tomorrow, and you have to get some work done? I get it. I’m that teacher, too, sometimes.
The most significant takeaway from my reflection was how in today's rapidly evolving educational landscape, technology has become an integral part of learning for every student. However, the key isn't simply to use technology for technology's sake, but to integrate it purposefully and meaningfully to enhance student engagement and learning outcomes.
The Purpose-Driven Approach to Classroom Technology
Technology should never be a distraction or a babysitter, but rather a strategic tool with clear objectives. When considering technology integration, ask yourself:
Is this technology helping students prepare for things like standardized testing?
Does it develop critical digital literacy skills?
Will it build technical competencies needed for future careers?
Does it serve a specific instructional purpose?
The Traffic Light Method: Intentional Tech Usage
It’s important to set boundaries with technology. A simple way to set expectations around tech use is the Red-Yellow-Green Light system. Try implementing this "traffic light" approach to technology use in your classroom to set those boundaries:
Red Light: No technology permitted for this assignment
Yellow Light: Technology use requires explicit permission
Green Light: Technology can be freely used
Let students know what light color is allowed for this assignment. This approach not only sets boundaries but also teaches students to think critically about when and why technology is appropriate.
Start with the End in Mind — Especially with AI
Another big tech topic right now is AI (Artificial Intelligence). With the rise of AI tools like ChatGPT, Grammarly, or generative platforms, teachers need to rethink how we design assignments. Instead of fighting the tide, let’s model how to use these tools responsibly. Here's an example of a strategic approach for using AI with a writing writing assignment:
Start with the End in Mind
Example #1: Writing an essay.
Take writing, for example. Before students even start their own essay, present them with an AI-generated draft:
What’s missing?
How does it hold up to the rubric?
Where are the grammar issues?
What could be improved?
Then, have students revise that draft, giving them a chance to engage deeply with the rubric and demonstrate mastery. Afterward, they write their own essays — more prepared, more reflective, and more connected to the learning goals.
Example #2: Research + Presentation Skills
Let’s say your students are preparing to create a short research-based presentation or digital project. Instead of assigning it right away, model the process by starting with an AI-generated presentation outline from a tool like ChatGPT or SlidesAI.
What works well in this outline?
Is it too shallow? Too vague?
Does it cite reliable sources?
How engaging is the delivery format?
Is there a clear introduction, evidence, and conclusion?
Ask students to critique the AI’s work using a rubric — just like they’d use on their own projects. You can even assign small groups to improve different sections of the outline or redesign the slides to be more effective.
Once they’ve done this reflective and evaluative work, they’re much more equipped to:
✅ Research with purpose
✅ Organize ideas with clarity
✅ Avoid surface-level content
✅ Present with intentionThis approach puts AI in the role of a thinking partner, not a shortcut. Students learn how to evaluate, adapt, and improve digital content — all while building transferable skills in research, communication, and digital citizenship.
Tech + Human Connection = True Engagement
One of the biggest myths in edtech is that technology isolates students. In reality, when used intentionally, technology can enhance human connection.
Think about:
Students collaborating on a shared Google Doc, giving peer feedback in real time.
A class video conferencing with a guest speaker from across the globe.
Using AI together to brainstorm ideas, then discussing the strengths and weaknesses of the output.
Even in a tech-rich environment, there’s room for eye contact, laughter, discussion, and real human connection. And that is what sticks with students long after the lesson ends.
The Four Pillars of Meaningful Engagement
Every engaging lesson needs three of the following four qualities:
Human-Centered – Built around relationships and collaboration
Social – Joyful and emotionally resonant
Meaningful Content – Grounded in students' experiences and identities
Language-Based – Involving deep, meaningful use of language
Technology can support each of these pillars — if we’re intentional. Whether through digital storytelling, reflective journaling via blogs, or collaborative research projects, tech becomes the how, not the why.
Addressing Common Misconceptions
Myth: Removing Technology Increases Engagement
Reality: The pandemic Zoom experience taught us that simply having technology doesn't guarantee engagement—nor does removing it.
The Problem Isn’t Tech — It’s How We Use It
Remember Zoom during the pandemic? Just putting students in front of a screen didn’t engage them. Why? Because engagement is about what students are doing, not what they're using.
Taking away phones or Chromebooks won’t magically fix disengagement. Instead, let’s integrate technology into the “I do – We do – You do” model, or better yet, remix it:
You do: Start with a tech-based exploration or AI tool to spark curiosity
We do: Discuss the findings as a class or in pairs
I do: The teacher models the thinking process afterward, pulling it all together
It’s not about flipping the script completely — it’s about adapting our instruction to today’s learners.
Myth: Technology Replaces the Teacher
Reality: Technology is a tool, not a teacher.
Even with the rise of AI and digital tools, students still need human connection, mentorship, and instructional guidance. In fact, the most effective tech use in classrooms happens because of strong teacher facilitation — not in place of it. A Google search can give students answers, but it takes a teacher to help them make meaning, ask better questions, and connect ideas to real life.
Tip for teachers: Use tech to offload routine tasks (e.g., auto-grading or feedback generation) so you can spend more time doing what matters most — building relationships and digging into rich instruction.
Myth: Students Are “Digital Natives” and Already Know How to Use Tech Effectively
Reality: Students may know how to use social media and devices, but that doesn’t mean they understand how to use technology for learning.
Many students struggle with digital literacy skills like searching for credible sources, organizing digital work, managing distractions, or using AI responsibly.
Tip for teachers: Embed mini-lessons on tech literacy. Teach students how to evaluate sources, use AI tools ethically, or manage time in digital environments. These are skills they’ll carry into college and the workforce.
Myth: More Tech = Better Learning
Reality: It’s not about having more tools — it’s about using the right tool for the right purpose.
An interactive quiz app or flashy presentation software doesn’t automatically lead to deeper learning. Without alignment to your goals, tech becomes noise. True engagement comes from purposeful learning experiences, whether tech is involved or not.
Tip for teachers: Start with your learning goal, then choose a tech tool only if it enhances the student experience — such as increasing accessibility, offering choice, or supporting collaboration.
Myth: Technology Limits Creativity
Reality: When used thoughtfully, tech can actually amplify creativity.
Students can produce podcasts, design infographics, create videos, collaborate globally, and use AI to brainstorm new ideas. The key is to provide open-ended tasks and clear expectations — then let students surprise you with what they create.
Tip for teachers: Give students a variety of ways to show what they know — a blog post, a sketchnote, a digital comic strip, or a narrated slideshow. Choice fosters ownership.
The Real Solution: Thoughtful Integration
What’s Your End Goal?
Ask yourself this:
“Is my goal for students to memorize content or to be successful beyond my classroom?”
As a social studies teacher, I love the content — but I know not every student will. That’s okay. What is important is that they walk away with critical thinking skills, digital literacy skills, and the ability to communicate effectively. Whether it’s knowing Abraham Lincoln’s dates in office or understanding how leadership can rebuild a nation — the latter is what prepares them for life.
Here are some thing to try out as you integrate tech into your instruction:
Redesign instructional models with a clear objective for tech integration
Experiment with new learning sequences (e.g., "you do, we do, I do") with tech tools
Focus on making content meaningful and relevant and see how tech can play a part in that.
Today’s Learners Are Different — And That’s Okay
Many of today’s students:
Didn’t grow up with the same structure or support systems as we did
Learned how to navigate technology before they learned how to tie their shoes
Experience reading through Kindles, iPads, and social media posts — not hardcover novels
That doesn’t make them less capable learners. It means we need to meet them where they are and build from there. Relevance, flexibility, and empathy should be the foundations of our lesson design.
Final Thoughts
Technology is not the enemy — disengagement is. And disengagement doesn’t come from devices alone. It comes from meaningless work, rigid instruction, and outdated expectations.
So let’s move forward with purpose. Use technology as a bridge — not a barrier — to connection, engagement, and real-world skills.
The goal isn’t to go backward. It’s to move forward better.
Better for your students. Better for your instruction. Better for the future.
