4 of the Best Evidence Based Teaching Strategies with Technology

Accredited online professional development for teachers

By Michael Hilkemeijer


Research has indicated that the use of technology in the classroom is in danger of becoming a medium more employed for fun than for learning. Evidence based teaching strategies with technology is imperative if technology integration in the classroom is to make an impact on student learning.

Teachers must apply instructional strategies appropriately in order to truly see and understand the benefits of technology in education.

The development of student ICT capability will only occur when technology is transparent in subject learning and these instructional strategies are employed.

These ICT teaching strategies are evidence based as they come from the most ICT capable classrooms around today.

As a result, you know then that if employed appropriately, student attainment levels in ICT capability should increase for your school.


So what are evidence based technology teaching strategies? If ever you were after teaching strategies for the classroom, then you need to the ones that are backed by research. Just like the ones below. They were derived from research several years ago (Kennewell, Parkinson & Tanner, 2000) from the most ICT capable schools and classrooms and teachers in the UK. While a few decades have passed since then, these core teaching strategies with technology have been proven to work and remain the essential methodology that grounds you in the development of ICT capability today.




High Impact Evidence based Technology teaching strategies

Here are my top four evidence based teaching strategies:

Plan for Learning Progression in ICT capability

This involves you planning ICT activities in meaningful activities, embedded in purposeful subject-related contexts that will develop their ICT capabilities.


Develop each component of ICT capability

For routines it means providing focused practice tasks. Techniques would require you to have a checklist. Associate the name of the technique with the effect it achieves. With processes you will need to discuss with students what they are doing at the process level rather than discussing the next technique. Higher order skills are typically planned, monitored and evaluated by yourself as the teacher, but later this responsibility can be transferred and owned by the students themselves.


Focus on concepts behind the skills

Challenge naïve ideas about particular ICT tools and techniques both in whole class teaching, where appropriate, and when monitoring learning progress.



Provide effective scaffolding in the classroom

You could use methods such as demonstrating using descriptive commentary, monitored instruction, monitored repetition, guided repetition and the quick fix which is when you would generally solve a problem without an explanation.



To be a school that is successful in the development of ICT capability, ensure that you are clear about the nature of learning progression in ICT capability.