• Multimodality: Children can combine words, images, video, audio and animation in their texts, with the variety of modes supporting their written expression. 
• Linguistic innovation: The teacher notes that children are at home with social media and that this can be used positively for peer feedback on literacy work through comments in Google Docs.
• Remix: Children were adding ideas to a collaborative planning sheet, which was later available to them at home. They were encouraged to magpie ideas to use in their individual writing and to access word banks created by their teacher. 
• Playfulness: Colm Hanlon attributes the dramatic improvement in children’s writing to their enthusiasm for using all forms of technology and their willingness to engage with technology for informal learning at home. 
• Participation: There are many examples of using Google Classroom for collaboration in the video. Work is saved to Google Drive, and teachers and children are all involved in the planning, editing and feedback process using shared documents, comments and email. 
• Connection: Children share work online with their writing partners. They also share their final drafts with the wider community on a class blog. There is an advantage for the teacher in being able to mark from anywhere and at any time." 

There is conclusive evidence that digital equipment, tools and resources can, where effectively used, raise the speed and depth of learning in science and mathematics for primary and secondary age learners.