Technology is everywhere in education, and it’s amazing to see how it shapes both teaching and learning. As a kindergarten teacher, I’ve noticed that my students view technology differently than I do. To them, it’s fun, something to get excited about because it feels like playing a game. They love the challenge of “getting the highest score” on a task or seeing who can “stay alive longer” by carefully answering questions. I lean into this perspective because it motivates them. For example, we use PebbleGo to research animals or famous people, and Quizlet has been a hit for reviewing vocabulary. The best part? They’re learning how to use technology in a purposeful way without even realizing it.
For older students, like my daughter who’s a high school junior, the relationship with technology shifts. She sees it more as a way to connect socially, TikTok, Instagram, and other apps dominate her peer's screen time. While she and her peers understand that technology is a valuable resource, they tend to use it for quick solutions, like looking up answers to homework or building presentations. Watching her, I’ve realized there’s so much potential for deeper learning if we introduce tools like mind maps or blogging to encourage higher-order thinking.
Personally, I see technology as a tool, not the foundation of learning. I grew up with physical books, the smell, the feel, the connection you get holding a story in your hands is something technology can’t replicate. And let’s face it, when the Wi-Fi goes down, books don’t fail you! But I also recognize that technology is essential. The world is moving in that direction, and as a future librarian, I know it’s important to teach digital literacy and guide others in navigating this ever-changing landscape.
Exploring Bloom’s Digital Taxonomy opened my eyes to how we can rethink education in a tech-driven world. Encouraging students to create, evaluate, and analyze using digital tools can lead to richer learning experiences. Kathy Schrock’s resources also got me thinking about practical ways to integrate technology with pedagogy, while the Mindset List highlighted just how differently today’s students experience the world. For example, kids now associate phones with taking pictures, not making calls. My daughter looked at a car key once and asked, “What is this for?” She’s only ever known key fobs and buttons—an entirely different reality from what I grew up with.
The Educause K-12 Blueprint Toolkits really hit home for me. One stat stood out, students switch tasks every three minutes, get interrupted every 11 minutes, and then take 23 minutes to refocus. That’s wild, but also explains so much about how they learn. As a librarian, I want to create a learning space that’s calm and focused, where technology supports learning rather than distracting from it. I also believe in promoting digital equity by making technology accessible and teaching digital literacy, not just to students but to parents too.
In the end, technology in education is about balance. It’s not just about using the latest apps or devices but finding ways to connect students to meaningful learning. Whether it’s through games in kindergarten or collaborative tools in high school, my goal is to help students see technology as more than just entertainment, it's a gateway to endless possibilities.
References
Bloom’s Digital Taxonomy | Common Sense Education. (n.d.). Common Sense Education.
https://www.commonsense.org/education/videos/blooms-digital-taxonomy
Churches, A. (2007). Edorigami: Bloom’s taxonomy and digital approaches.
http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools
K-12 Blueprint. (n.d.). Digital equity.
https://www.k12blueprint.com/toolkits/equity
Schrock, K. (2025). Professional development offerings.
https://www.kathyschrock.net/offerings
The First Marist Mindset List is Released. (2019). Marist College.
https://www.marist.edu/w/marist-news-the-first-marist-mindset-list-is-released
