I found the article by Bates and Poole (2003), “A Framework for Selecting and Using Technology” a more comprehensive insight into criteria for the decisions surrounding adoption of technology for the classroom.

The parts of this model which struck me most were, S is for Students, and I is for Interaction and Interactivity.

S is for Students

This section resonated with me most because I find it a real challenge to develop curriculum for courses which meets the needs of most learners at my school. I teach sciences and computers, and the demographics of our student body cuts across many generations. For instance, we have students from as young as 18 and as old as 96 (the 96 year old student we had last year drove her car every day to school and brought her own laptop….and didn’t even need glasses for reading – wow!).

Because of the variety of ages, planning of curriculum needs to be conscious of student differences in technological fluency. I try to incorporate choices within concept areas to meet the diversity of knowledge in the classroom and the array of learning approaches which students bring to school. For example, if we are learning how to use Excel, I will have choices within this Module of learning for a range of computer abilities to accomodate learners who have used technology their entire lives, to those who are working hard to transition to our Digital Age.

Catering to a student body with such dramatic age differences, I have observed that members of older generations often prefer the use of textbooks for learning, and often demand one in the first days of the course. Students of younger ages are more comfortable utilizing recommended resources on the internet.

https://www.youtube.com/watch?v=xFAWR6hzZek

I is for Interaction and Interactivity

This part of SECTIONS caught my eye because it is something which I feel I do well in some courses, and not so well in other courses. Some of the reason for this is due to numbers – some courses have very low attendance at our centre. For example, I currently have 4 students taking Physics on a “self-paced” delivery model meaning they move through individual Modules of work at a pace that suits them and come see me for guidance if stuck or curious. With students starting at various times throughout the year, I struggle to come up with ways to have learners engaged in ‘social learning’, especially when the attitude is, “I just need to get through Physics so I can get on with life.” This is in stark contrast to my Photography / Digital Media class which buzzes with social activity and always results in students making lasting friendships, tutoring one another in aspects of photography and computers, and great teachable moments throughout.