Selecting appropriate educational technology to integrate into learning situations that is student-centered can be a daunting task for educators. Not only do educators require technical proficiency in how to use various educational technologies, but also the students bring their own level of competencies to the learning environment. It is necessary for the educator to assess students’ previous learning before deciding on how to best integrate technology into their learning. The educator must also decide on how to effectively integrate technology into a pedagogically sound environment that best facilitates the students’ current learning. As well, educators must develop their own competencies in working effectively with emerging educational technologies.
To assist educators in the process of selecting educational technology there are several developed frameworks of analysis available. Two available models that assist educators in developing curriculum that support the integration of technology into the learning medium are the ADDIE model and the “Agile Design” model for example. As well, authors such as Nel et al (2010) have established criteria to assist educators with the task of choosing appropriate educational technologies for a given objective.
The “Agile Design” model provides a framework that supports the implementation of learning artifacts that can adapt to the learner and be more fluid in design. Whereas the ADDIE model provides a framework for the educator, or designer, to be able to analyze the learner characteristics and their previous learning, identify learning objectives and materials, create the content, deliver the course and evaluate the effectiveness of the design. The “Agile Design” model does not demand a lot of front-end planning and designing, whereas the ADDIE model requires significant time and thought in the pre-planning stages.
Nel et al (2010) developed both primary and secondary criteria to use in choosing appropriate technology. Their primary criteria relate to “the potential of educational technologies to enhance learner-centred learning principles” and their secondary criteria relate to “access, cost, and operability of educational technologies (Nel et al., 2010). The criteria specifically emphasize providing learning that is active, social, outcome-based, interactive, and inclusive. If the medium of technology is evaluated to not support these criteria than it should not be selected.
Technology allows educators to be highly creative in planning lessons that fully engage students in active learning. Technology also facilitates students to be able to express their own creativity in how they choose educational technology applications to express their learning. Overall, frameworks of analysis such as the three listed are all meant to support educators in being able to successfully integrate technology into the classroom that enhances student-centred learning.
Bates, T. (2014). Chapter 4: Methods of teaching with an online focus. Teaching in a Digital Age.
Nel, C., Dreyer, C., & Carstens, W. A. M. (2010). Educational technologies: A classification and evaluation. Tydskrif vir letterkunde, 35(4), 238-258.