When educators are asked how technology is being used in instruction, the answer commonly involves a frequency report—how much "stuff," or equipment, exists in the schools, how often it is used, and perhaps a breakdown of grade levels or content areas of use. More sophisticated queries look at which technology applications are being used, but this line of inquiry still focuses only on the learning materials themselves, not on the outcomes they are intended to produce. So when you observe technology use in action, what should you look for?

The Arlington, Va., Public Schools (APS)

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