pointcounterpoint
Are Drill-and-Practice Apps an Appropriate Use of Educational
YES
Drill-and-practice
mobile apps are
good for reinforce-
ment of previ-
ously learned skills,
memorization of
new facts, and ad-
ditional practice in a challenging subject.
Before students advance to higher-order thinking skills, they must be able
to remember and understand a concept.
Yes, teachers want to promote critical
thinking and problem solving in the
classroom, but there is a time and place
for all levels of learning. Sometimes
we need to be able to do simple tasks
like make change, remember the name
of the president, or know how to ask
for the restroom in Spanish. We can
NO
Avoid drill-and-practice apps at
all cost! At best,
they help some
students learn
some basic skills.
At worst, they
waste valuable learning time and
money.
We know that teaching and learn-
ing need to change if students are go-
ing to meet the challenges of the new
century. Neither traditional flashcards
nor flashy apps will address this need.
Instead, we can embed much of this
isolated drill-and-practice activity into
rich learning that builds the skills stu-
dents need for college, career, and life.
Students busily tapping on a flashcard
strengthen these recall-type tasks by
using drill-and-practice mobile apps to
increase students’ knowledge base.
Quality. Make sure you evaluate any
mobile app you use in the classroom
for quality and educational content.
Even with drill-and-practice apps,
the content should be accurate and
developmentally appropriate. Using
NETS and curriculum standards will
help guide evaluation. Also make sure
the activities work, are well made, and
hold students’ interest.
app or writing their times tables with
their finger may give the illusion of 21st
century learning while barely scratching the surface, and all this busyness
just replaces previous busy work using
paper and pencil.
Technology should be a catalyst for
change, or at the very least, a lens to
re-examine teaching and learning. Unfortunately, technology is often used to
replicate existing practices. We did this
with computers and interactive whiteboards. Putting an iPad in a student’s
hands will not change this replication
of practice, and neither will filling up
the device’s memory with drill apps.
When building curricula, units, and
lessons, we need to plan with intent by
asking these questions:
Price. Some developers and publishers have app sales that typically last
for a short period of time but can
help save money for the school. Many
paid apps also offer alternative “lite”
or free versions that have limited
content or features. These options
are good for saving money and for
evaluating or piloting an app before
purchasing it for an entire class or
school. And many companies offer
high-quality free apps with educational content.
Situation. Drill-and-practice apps can be
beneficial in the right situations, such as
when a student:
• Needs to review previously learned
material
• Am I using mobile devices to replicate, amplify, or transform current
instructional practices?
• Why do I want a drill app? Do
students need this skill? Is there
another way to help students build,
understand, and use this particular
skill beyond using a drill app?
• What tool app or apps could I
purchase to support multiple
learners, multiple curriculum
areas, and multiple tasks?
Downloading a set of drill apps
might seem like a quick and easy way
to get started using mobile devices.
Don’t do it. They are a distraction
from the hard work needed to cre-
ate deep learning that addresses the
