(M2.2) More Than Just Tools: Teaching Math with Purpose in a Digital World

Reading the ILA Literacy Leadership Brief and Vanek’s Digital Literacy Brief made me take a step back and reflect on how I use technology in my math classroom. As a first-year teacher, I have sometimes felt that I need to constantly use new tools to keep things interesting, but these readings reminded me that digital literacy is not about flashy apps; it is about purpose and equity.

The ILA brief emphasizes that tools should never take the place of intentional, student-centered instruction. It is easy to get caught up in the mindset that there is an app for everything, but relying on tech too heavily can distract from deeper instructional goals (International Literacy Association, 2018), I have noticed this myself. I have used platforms like DESMOS or EdPuzzle with success, but they are only effective when they support clear objectives. A tool alone won’t fix a lesson that does not engage students or is not accessible to everyone. 


Vanek’s brief helped me better understand what digital literacy really includes. It is not just knowing how to operate a Chromebook. It is a wide range of skills like evaluating information, organizing data, and communicating responsibly across platforms (Vanek, n.d.). These are real-world skills, and I realize now that teaching math means I am helping students develop them. When I guide students through reading and interpreting graphs, for example, I am also building their information and media literacy, whether we are online or working on paper. 


Equity is another big piece that stood out. Both readings made it clear that simply investing in devices or software does not close the digital divide. In fact, it can make inequities worse if we do not also invest in teacher training and support for students who are less comfortable with tech (International Literacy Association, 2018) (Vanek, n.d.). I see this in my classroom. Some students easily navigate online tools, while others struggle even with logging in or using Google Docs. It is a reminder not to make assumptions and to build in time for foundational tech skills when needed. 


I also appreciated the perspective that technology can be a powerful tool for student voice and expression. Some of my quieter students are more confident when they can participate through an online platform or submit work in creative digital formats. These opportunities can create stronger relationships and help students engage in ways that feel safer or more comfortable for them (International Literacy Association, 2018). 


At the end of the day, these readings really hit home for me as a math teacher. I am not just teaching numbers, I am helping my students get ready for a world where technology is everywhere. Whether they are breaking down data, filling out job applications, or just connecting with people, they need to feel confident and smart about using tech. My role is to guide them in building those skills on purpose, making sure I am always thinking about fairness and giving everyone a real chance to succeed.




References

Beecher, C. (2023). Chapter 1. What is Literacy? Multiple Perspectives on Literacy. Iastate.pressbooks.pub. https://iastate.pressbooks.pub/teachingearlyliteracy/chapter/what-is-literacy-multiple-perspectives-on-literacy/

International Literacy Association. (2018). LITERACY LEADERSHIP BRIEF Improving Digital Practices for Literacy, Learning, and Justice More Than Just Tools. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-improving-digital-practices-literacy-learning-justice.pdf

National Council of Teachers of English. (2019, November 7). Definition of Literacy in a Digital Age. NCTE. https://ncte.org/statement/nctes-definition-literacy-digital-age/

Sang, Y. (2017). Expanded Territories of “Literacy”: New Literacies and Multiliteracies. Journal of Education and Practice, 8(8), 16–19. https://files.eric.ed.gov/fulltext/EJ1139059.pdf

Vanek, J. (n.d.). Digital Literacy This Brief (M. Fedele-McLeode, C. Moore, & M. Movit, Eds.). https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf

Comments

  1. Emily ZieglerMay 23, 2025 at 4:41 PM

    Hi Allie! You made some great points in this post! As a first-year teacher, you try so hard to bring in as many engaging ideas as possible, and it takes time to figure out the best processes. I think it's great that you grew into the awareness through the year that you don't have to digitize everything, and that keeping teaching split between digital and physical learning can be even more successful. Your connection of the content to your field is really interesting, it sounds like you had some already used programs that apply to digital literacy, but also relating your teaching of graphs and other mathematical concepts also applying is also something I would not have thought of, but it is another form of literacy. I also mentioned a point in my response about how students struggles with digital devices may be something more expansive of more simple, like logging in to a computer, saving files or just using a device.

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