❏ Educational Principles

❏ Guidelines when Using Technologies

❏ Criteria in Selecting Technological

Tools

❏ Menu of Technologies
Primetime 1 Downtime Primetime 2
0:00 – 0:12 0:13 – 0:14 0:15 – 0:20
Establish the classroom Practice the new Synthesize the lesson
setti ng/ Welcome the information/skill
students Summarize Primetime 1 and
Give feedback Down-­time

Introduce yourself as
the teacher Conduct game or activity Reflect on the lesson
connected to Primetime 1
Inform the students of the Give assignment or
lesson objectives and agreement
expected outputs

Present the lesson

Appropriateness to Content Constructive Privacy and
Learner Digestibility Alignment Security
 Asynchronous
or synchronous?
 Low Tech
or
High Tech?
  Can it be scaled to
Functionality accommodate any class
Accessibility size?
Technical  Is it user-­‐friendly?
 Is there school-­‐based
Mobile design technical support?
 Does it allow users to
communicate through
different channels (audio,
visual, text)?
  Does it meet accessibility
Functionality
guidelines or standards?
Accessibility  Can it address the needs
Technical of diverse learners?
 Does it not require
Mobile design
equipment beyond what
is typically available to
teachers and instructors?
 Are all aspects of the tool
free of charge?
  Can it be embedded or fully
Functionality integrated into an LMS?
Accessibility  Can it be effectively used with
Technical any standard, up-­‐to-­‐date OS?
 Can it be effectively used with
Mobile design any standard, up-­‐to-­‐d a t e
browser?
 Does it not require users to
download additional software
or browser extensions?
  Can it be accessed,
Functionality through download or app
regardless of mobile OS and
Accessibility
device?
Technical  Is there no difference in
Mobile design functionality between
mobile and desktop
version?
 Can its core features be
accessed and utilized
offline?
Privacy,data  Does it not require creation of
protection an external account or
and rights additional login?
 Can users maintain ownership
Social presence and copyright of their data?
Teaching presence  Can users archive, save, or
import and export content in
Cognitive
variety of formats?
Presence
Privacy,data  Does it have the capacity to
support a community of
protection
learning through both
and rights asynchronous and
Social presence synchronous opportunities?
 Can instructors control
Teaching presence
learner anonymity?
Cognitive  Is the tool widely known?
Presence familiar with most of the
students?
  Does it have easy-­‐to-‐ use
Privacy,data features that would promote
protection teacher presence?
 Can it easily be customized
and rights
to suit classroom context and
Social presence targeted learning outcomes?
Teaching presence  Can the instructor monitor
learners’ performance
Cognitive
through user-­‐friendly
Presence dashboard?
  Does the tool enhance
Privacy,data engagement in targeted
protection cognitive tasks previously
and rights overly complex through
other means?
Social presence  Does the use of the tool
Teaching presence promote higher order
thinking skills?
Cognitive
 Can the learners receive
Presence regular formative feedback
on learning?
 Low Tech
or
High Tech?
• Briggs, J. (2014). Constructive alignment in university teaching. HERDSA
Review of Higher Educa(on, 1, 5-­‐22 www.herdsa.org.au
https://www.tru.ca_shared/assets/Construc(ve_Alignment36087.pdf
• Elenita, Que (2020). Technologies for Online Teaching and Learning:
Instruction. DICT Digital Training of Trainers.
• https://dataworks-ed.com/wp-content/uploads/2014/06/20-minute.png
• https://teaching.uwo.ca/pdf/elearning/Rubric-f­‐or-e­‐ Learning-T­‐ ool-­‐Evaluation.pdf
• https://blogs.ubc.ca/assessmentguidebook/assessment-appendix/
constructive-alignment/