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There is no true technological substitute to a in-person teacher giving individual feedback.

It is good to ask yourself "is there value added to introducing technology into this activity or session?"

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I found the scaffolding concept interesting as it brought to light the fact that because an app or game says it is for a certain age range it may not be appropriate in its feedback as it may be above the learning or reading level of the child and therefore the real value of it is not reaching its full potential.

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"Is there value added to the learning goals in this lesson while using technology, compared to what it would do without technology?"  This really resonated with me!  It caused me to reflect on my use of technology in my teaching.  Sometimes it may be best to NOT use technology in a given circumstance.

If the answer is "there is no value added to the habitat learning goal by using a technology other than it might be fun or provide a few soft skills," then the technology does not need to be included in the lesson for the students to meet the learning goal.
This response makes so much sense because if my tools are not helping me and the students to reach our goal(s) then I need to revisit what tools would better do this.

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Two points that resonated were:

1. Being more thoughtful about my use of technology in the classroom. Just because technology is available does not mean it is necessary or suitable for every class.

2. When I actually use technology, being cognizant about the quality of the resource. I never considered that some educational software might be more detrimental to the lesson objectives, than useful.

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In choosing technology, it is important to work backwards in that you identify the goal and then select the technology and activity the students will engage with in order to successfully apply the higher level thinking skill and achieve the goal.

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The integration of specific/ personalized feedback for students is very important as it allows them to know exactly where they have gone or is going wrong and how they can improve. I find that vague feedback further confuses most students as it does not provide much direction. However, in a traditional classroom, providing individual feedback to each student is not realistic, sometimes it's best to see the types of errors being made by most of the class and addressing them as a collective because more often than not most of the students make the same or similar errors and you reach a wider cross section this way.

The integration of technology should always add value to the lesson being taught and geared towards helping students better assimilate the content delivered to them. The technology tends to be more effective when stimulating or involving different domains and it reaches most if not all students once delivered in a manner that caters to differentiated learning styles.

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Firstly, I agree with using technology in the classroom to enhance the learning experience. This indeed must follow the objectives designed for the class. Also deciding when to use technology in relevant situations is important as a reflective tool.
In building on student's higher order thinking skills, showing a video and pausing it periodically has proven to be effective in allowing students to discuss and problem solve the topic at hand.
Lastly, the use of web-based sites such as Ck-12 for quick formative assessments has proven to be an effective tool in students responding to questions. For example, if a student answered a question wrong, Ck-12 would re-word the question. In cases like this seeing a question in a different way students were able to answer the question correctly. This in itself could enhance learning and encourage students to keep trying.