USING TECHNOLOGY IN CLASS, NOT JUST HAVING TECHNOLOGY IN CLASS Tord Talmo, George Adrian Stoica, Robin Støckert Norwegian University of Science and Technology (NORWAY) Abstract This article will outline some of the results and inventions from NTNU within the field of Educational Technology since 2007 until today. The article will also discuss how technology could be used to increase academic performance. The main focus will be on computer assisted language learning (CALL), and the article will aim at concluding that without methodology technology is just technology. In order to see any effects, you need to use Educational Technology with a purpose. Even though NTNU has done thorough research, it is difficult to conclude in an unambiguous way, but there are real indications that correct usage of technology will have appositive impact on the academic performance, especially for the weaker performing students, at higher education institutions. 1 INTRODUCTION Since the early 1980ties there has been many discussions about Educational Technology (EdTech). But what is EdTech and in what way has it improved the way teachers teach, and the way students obtain knowledge? This paper will try to define different EdTech and the way it is used, and also reflect upon practices being introduced by teachers at the largest university in Norway. The background for NTNU and their concerns about this area can be illustrated through our own development of EdTech, especially through the project called HiSTMobile (2011-2015). In this internally funded project four different EdTech solutions were outlined, and in collaboration with partners in different EU-commision co-funded projects several tools and environments for learning were developed [1]. Especially the response tools (SRS, PeLe and finally iLike) have been maintained, refined and continuous updated according to needs at the University. We see great potential in the tools, and the way using the tools affects classes, and this paper will focus on these aspects of EdTech. 2 EDUCATIONAL TECHNOLOGY Even though EdTech is a well-known terminology, and most educators understand what is being talked about when talking of EdTech it is fruitful to define what this article considers EdTech to be. Looking for common definitions is difficult, and they vary much. The main reason for this variation is the share amount of technologies available, the pace of emerging technologies and off course how the innovations, disruptive or not, are being used in everyday school education. A useful definition can be found with Robinson et.al: “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” [2]. This definition is in line with this papers view on EdTech, and includes several interesting aspects, all though in this article the latter part will be focused; how do we create, manage and use APPROPIATE EdTech. In this article we define EdTech as all technologies being introduced in learning processes, including response tools, learnings platforms, MOOCs, blended learning approaches (especially using AV- solutions), social media, makerspaces and digital exams. All of these technologies has pros and cons, but the most important aspect here is how they are being used and by whom. This points back at the articles name; it is not about if we have technology, we need to use it in an appropriate manner. According to the Norwegian author June Breivik, there are three types of teachers when it comes to EdTech. You find 1) the digital enthusiast, always in front and eager to try out anything new, 2) the ordinary teacher, the ones that might try EdTech, but do not the necessary competence or insight to use these tools and 3) the digital negative, that are reluctant and active opponents against EdTech [3]. There is a reason why we are discussing EdTech, attending conferences and writing articles and books about the subject for several decades. Often articles, Proceedings of EDULEARN17 Conference 3rd-5th July 2017, Barcelona, Spain ISBN: 978-84-697-3777-4 7784