Self reflection
When designing an LMS rubric for kindergarten and elementary school, I used the SECTIONS model (Bates, 2015) to ensure the tool is pedagogically sound, developmentally appropriate, and technically effective.
I considered age-appropriate usability and engagement since young learners have limited attention spans and require intuitive navigation (Hirsh-Pasek et al., 2015). Features like icons, voice instructions, and gamified elements were prioritized to support early literacy and motor skills.
Since teachers and students in early education may have varying tech proficiency, the rubric assesses simple interfaces, minimal text, and visual cues (NAEYC, 2020). Drag-and-drop activities and voice-assisted tools were included to reduce frustration.
Reference:
- Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus. https://opentextbc.ca/teachinginadigitalage/
- Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: Lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
- National Association for the Education of Young Children (NAEYC). (2020). Technology and interactive media in early childhood programs. https://www.naeyc.org/resources/position-statements/technology-and-interactive-media
