The word toolishness is used to describe a fondness of tools that transcends purpose and utility.
How can teachers avoid falling into the trap of toolishness when it comes to digital tools? Here are a few examples:
When a teacher takes learners into a computer laboratory but only allows the learners to read information from a screen – which they can read from a textbook – it is toolishness. Rather use the power of technology to help learners develop fact-gathering, analysis and synthesis skills required for twenty-first century living.
Sophisticated educational software programs may be available in a school – but many of them are never used. These products are often procured because they are imagined to be a solution to the learning needs at the school. Subsequent experience proves that simpler products yield similar or better results. Teachers must be warned about this form of toolishness.
Interactive whiteboards are wonderful teaching tools, but if they are used only to project images, a data projector would have sufficed. Why go to the trouble of acquiring an expensive piece of technology if a simpler tool serves the purpose?
Avoid toolishness by first identifying educational problems and then selecting the most appropriate tools to solve them, rather than by purchasing a tool and then trying to find a problem that can be solved by it.






