New Skills Generated by Technology Use Many people think of student achievement strictly in terms of large-scale, high-stakes paper-and-pencil tests (think of #2 pencils and rows of bubbles). However, multiple-choice and short-answer tests have limitations—what they measure best is basic verbal knowledge. Not only can technology be used to measure higher-order thinking and complex processing skills, but its integration into instruction creates enriched learning environments that demand new forms of measurement. Technology-based educational settings both require and enable teachers and students to demonstrate new skills and competencies that may be measured and studied. Teachers must be able to develop, monitor, and assess collaborative efforts among their students. Teachers can also use technology to interact with colleagues, such as by participating in distance-based professional development efforts or sharing strategies and lesson ideas through threaded discussions, e-mail, or videoconferencing. Student outcomes in technology-based projects include in-depth knowledge of subject matter, demonstration of higher-order thinking skills, progress in self-monitoring strategies, and collaborative skills. 1 The uses of technology for teaching and learning may be categorized by three types of goals. 2 (Names added to categories developed by Eva Baker.) Scaffolding. The goal of learning how to use technology to support other learning activities, such as using word processing, database, or spreadsheet software, or learning how to use search engines, and evaluating information for validity and reliability. Appropriation. The goal of using technology to achieve something that would be difficult to accomplish in any other way, such as using telecommunications to collaborate with others, or using simulations to create learning environments that would otherwise be too costly, dangerous, or impossible. Integration. The goal of using technology to deliver instruction more efficiently and match instruction to diverse learner preferences, such as using integrated systems, assistive technology, or adaptive technologies that are context-sensitive and react to individual user input.