Ten Types of Tech Tools That Every Teacher (and Librarian) Needs

Technology integration can be a daunting task, especially with the myriad of tools out there to choose from. Where do you begin? That’s what today’s post is all about.

Mulling it over, I have come up with ten types of tools that should serve as the foundation of a student-centered approach to technology integration. I chose the tools based on their ubiquity, multi-functionality, and potential for use across the curriculum. I also focused on function rather than specifically named tools (this is key to good technology integration), so I will discuss them in a categorical context (though I will give examples for each category).

Here are the ten types of tech tools I recommend for (almost) every classroom and library:

1. Screencasting tools: Screencasting tools, which run the gamut from free to quite expensive (e.g., Screencast-O-Matic, Camtasia, Jing, ScreenChomp, etc…), are truly multi-functional. While screencasting is commonly used for flipped learning or in the context of a technology project, it can also be used as a form of assessment, where students record their actions on screen (e.g., playing a serious game, searching in a database); or student-recorded presentations can be used as part of a peer teaching strategy.

2. Dictation tools: Dictation tools (e.g., Dragon Dictation, Siri, Google Voice) should be available in every classroom and library as part of a universal design for learning initiative. Students who are visually impaired, second-language learners, dyslexic, or who have fine motor difficulties benefit from dictation tools, which free up barriers to writing. Additionally, using dictation tools can help all students improve both enunciation and pronunciation, which are an essential part of presentation skills. Dictation tools can also serve as a central part of a storytelling curriculum in the early grades, allowing young students to “see” what they are saying (how cool is that?).

3. Collaboration tools: Collaboration (and communication) skills are necessary for success in project-based learning. However, they are generally not intentionally taught in today’s classrooms. The usual approach is “throw them together and hope for the best.” Instead, collaboration tools that allow students to communicate outside the classroom should be carefully integrated into project-based learning under the guidance of a teacher. One of the simplest ways to do that is by providing a collaborative space (e.g., wiki, discussion forum) through the course page. Another simple approach is through collaborative software like Google Docs or Office 365. If you want to go beyond that, the business world has spawned loads of tools designed specifically for collaboration.

4. Writing tools: Between my thesis and my just-released book (out today!), I did A LOT of writing in the past year, and I can tell you, I hate Microsoft Word for writing. Why? Because it’s a constant battle with formatting. Now, Microsoft Word works just fine in the editing and formatting stages of writing, but during the creative process of writing itself, at times it can present as a frustrating barrier to composing something decent. This experience has made me more empathetic to the needs of students, who are just learning to become writers. As a result, I highly recommend saving Word for the final leg of the writing process, and using a simpler tool for the construction of the composition. A few options: Google Docs, Scrivener (especially in higher education), or Texts. To go super simple, use Notepad. Even blogging tools provide a less distracted approach to writing.

5. Project planning tools: If we really want to help students achieve success in project-based learning, they need to learn how to plan. Project management is a real-world skill that I believe is under addressed in today’s classrooms. Good project management skills make students more organized, and those skills can ultimately improve student success across all areas of learning. There are many ways to go about teaching project management skills, and just as many tools to support it. A simple approach is the use of concept mapping software, like Inspiration, to help students visually organize project-based tasks. For group projects, a tool like Azendoo or Basecamp can be valuable. Even a spreadsheet or table can help students develop a timeline for tasks that need to be completed.

6. Graphic design (or drawing) tools: Visual literacy is an increasingly important competency in the area of 21st century literacies. Additionally, visual tools play an important role in supporting student understanding (i.e., can reduce cognitive overload). Graphic organizers, concept maps, infographics, figures, illustrations, and more can all be created using graphic design tools. At the very least, most Microsoft Office applications (Word, Excel, PowerPoint)  include drawing tools and SmartArt, which provide the basics for graphic design. Likewise, Google Docs provides similar functions. Concept mapping software, like Inspiration, is a heartier tool for creating graphics and visual diagrams. And for more serious and precise graphic design, Inkscape is a powerful tool (and free).

7. Editing and formatting tools: The process of editing and formatting exercises higher order thinking skills, especially in the context of peer review. As I mentioned in the writing tools category, Microsoft Word performs better as an editing and formatting tool rather than a writing tool. In fact, all of the Microsoft Office applications serve as very powerful editing and formatting tools due to their review functions (e.g., comments, tracking changes). Add collaboration to that, and you have excellent and highly underutilized tools that go a long way to improve the quality of students’ research. writing, and presentation skills across the curriculum (an alternative is Google Docs). And don’t forget the dozens of video and image editing and formatting tools, which range from simple (e.g., Pixler, WeVideo, Screenr) to complex (e.g., Adobe Photoshop, Adobe Premiere). Video and image editing in particular foster creativity and design thinking, as well as visual literacy.

8. Spreadsheet software: Let’s focus on Excel (or Google Sheets) for a minute. Why is spreadsheet software included here? I included it because of it’s multi-functionality and capability as a problem solving tool. Whether using the tables as a way to categorize and organize information (planning) in a language arts classroom, or using the computational functions for data analysis in a science classroom, or using the graphing functions in a math classroom, or even using its capabilities to build a database for an information literacy session, spreadsheet software is the little engine that could (but one that many teachers shy away from) when it comes to problem-based learning.

9. Adaptive tutoring systems: Adaptive tutoring systems are typically self-paced e-learning systems that use artificial intelligence to adapt to the learner’s needs and pace. I believe adaptive tutoring should play a central role in the flipped classroom, especially in the areas of language, math, and reading because it allows teachers to track students’ progress and personalize learning, allowing some students to move ahead (reducing boredom) and giving other students the extra practice they may need to master a skill. ALEKS is an example of one of the older adaptive tutoring systems, and it is heavily used at the higher education level for math remediation (it offers K-12 tutoring as well). DreamBox Learning is a newer math program, and one worth evaluating. Knewton is a free personalized learning software that covers a variety of subject areas. And there are a growing number of adaptive reading programs available. A word of caution about adaptive tutoring though: be sure to fully evaluate any program before adoption. You want to look for evidence-based research that supports its learning effectiveness (a good job for librarians).

10Transmedia tools: Finally, number 10 (phew!) is transmedia tools. This is an emerging trend in education, more accurately described as transmedia storytelling. Transmedia storytelling combines story worlds with gaming elements (and sometimes gaming worlds) to create a powerful combination of the critical thinking and problem solving skills that good games (e.g., Portal, Minecraft) support and the content retention and empathy that storytelling supports. Excellent examples of transmedia storytelling include Inanimate Alice, Rockford’s Rock Opera, and Ruby Skye P.I. This is an important trend to pay attention to, and you can learn more about it in my new book, Transmedia Storytelling, The Librarian’s Guide (ABC-CLIO), available through Amazon, Barnes and Noble, and the publisher’s web site.

iNtegrating Technology for inQuiry (The NTeQ Model)

NTeQ Philosophy

NTeQ Philosophy

What is the NTeQ model?

It’s a ten-step lesson design process for integrating technology into problem-based, inquiry-based, or project-based learning. The NTeQ model is a student-centered approach to lesson planning that focuses on the use of technology as a learning tool, rather than an instructional delivery or drill and practice tool.

NTeQ Model

How Does It Work?

It all begins with the learning objectives (which are derived from various standards, of course). Technology integration begins in the second step by matching computer or application functions to the action verbs of the learning objectives. The ability to match function to objectives is key to a successful problem-based lesson — students use the applications as tools to solve a problem. For example:

Action Verb from Learning Objective Computer or Application Functions
Analyze Analyzing data with a spreadsheet (formulas and graphs); identifying common characteristics of concepts with concept mapping software


Arrange, sequence, tabulate Arranging events in chronological order with a table; Sequencing audio and video in a screencast
Assess, evaluate, judge Weighing the pros and cons of a real-world problem in a dilemma-based video game (e.g., Collapsus) to  identify possible solutions
Collaborate, cooperate Using collaborative software to complete a group project
Plan, design Using a storyboarding tool (e.g., Storyboard That, graphic organizer in word processing) to plan a digital story or design a game
Synthesize Using presentation or screencasting software to teach a topic to fellow students

After identifying the technology tool(s) that best match the learning objectives, the central problem that students will focus on during the lesson is established. From there, the project or product that will demonstrate student learning is determined, the research and computer activities are developed, and the assessments are designed to complete the lesson planning process.

To learn more about the NTeQ Model, read Integrating Computer Technology into The Classroom (Morrison and Lowther, 2010).

Why Use the NTeQ Model?

The NTeQ Model is an approach to integrating technology based on sound instructional design principles. This approach is particularly well-suited to the inquiry-based learning methods that are integral to the types of literacies that librarians currently teach. I learned how to use this model in my IDT studies, and I highly recommend it as a methodical approach to technology integration that, if implemented properly, creates a learning environment that is student-centered and teacher-facilitated.