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Reading fluently is being able to accurately identify written words with precision, without using too many cognitive resources, and by understanding the tone in a manner to build a solid comprehension of the text. Reading fluently is one of the key dimensions of learning to read with success.

Digital technology is ubiquitous. We have been increasingly reliant on smartphones, tablets and computers over the past 20 years, and this trend has been accelerating due to the pandemic. Conventional wisdom tells us that over-reliance on technology may take away from our ability to remember, pay attention and exercise self-control. Indeed, these are important cognitive skills. However, fears that technology would supplant cognition may not be well founded.

While there are many frameworks to choose from when it comes to the effective integration of technology, the SAMR Model is typically the one that most people and schools leverage. It emphasizes on what NOT to do with tech. Another interesting model to know is the Rigor Relevance Framework, developed by the International Center for Leadership in Education. It puts an emphasis on what the learner is doing. While there isn’t a seamless alignment, Eric Sheninger attempted to connect them both.

Education systems around the world are encouraging their schools to develop maker programs to enhance learning and skill development that prepares students for the 4th Industrial Revolution. Through maker education, students develop a plethora of skills and STEAM concepts. Ensuring that maker experiences live up to their potential can be difficult, however, as assessing student learning through maker projects and getting all stakeholders in education at the local and regional level on board can be challenging. In our study, we spoke to more than 30 experts in making and education.

Better student engagement during learning is an essential condition for developing skills. It is with this premise in mind that three projects mobilizing different parts of the Digital Competency Framework were introduced to the students participating in a course during the winter of 2022 as part of the Bachelor's degree in sports activity and the Bachelor's degree in physical education and health education at Université Laval.

In the État des lieux de l’enseignement du français (ELEF) survey, Lord and Chartrand (2010) reported that only 14% of teachers get students to use word processors for their writing often or very often, “more so to compile texts than to correct them”. Although ELEF data is revealing, it describes a situation that prevailed more than a decade ago. Have digital writing practices changed since then, particularly in the wake of the Plan d’action numérique (MEES, 2018)?

Integrating technological tools into a teaching approach is relevant when achieved in appropriate conditions. Here are some avenues that can serve as a basis to analyze their benefits and limits.

Teams. Zoom. Hybrid teaching. Asynchronous educational activities. Before March 12, 2020, these words were not part of the daily lives of the majority of elementary and secondary teachers, but COVID-19 has helped to make them of interest. The emergency shift to digital technologies disrupted the school’s activities; however, it also provided an unprecedented opportunity to promote their use in teaching and learning.

It is not uncommon to sense some hesitation when we mention that it is possible to integrate digital technology into Language Arts or English as a second language. Various online resources can be allies in the English class. It is important to remember that it is the pedagogical intention that guides the choice of tools, not the opposite. Regardless of the level of students or tools available, technology can be a great addition to teaching strategies.

The nature of the tasks presented to students has an impact on the way in which they will perceive mathematics. Can technology have a role to play? Absolutely! Mostly, it is about having a clear intention. Let’s take a closer look.