Framework for Technology Adoption:

 Developing a Framework for Selecting Tools in My Course

Cindy Ward

03.11.2021

Tech Tools for Online Instruction


INTRODUCTION

When selecting technology for course development, the criteria that I make sure to consider when choosing a tool is accessibility, usability, cost, privacy/data policies, technical literacy, equity (what barriers does this cause some students who may not have access to webcams, high speed internet, etc.).

FRAMEWORK FOR TECHNOLOGY ADOPTION

Technology can help teachers share lesson plans and help students collaborate in online forums, but there are also possible challenges like how to protect student privacy, accessibility, technical and functionality are all criteria that have to be considered.  It is important to know your organization's policies, current accessibility laws and standards, (accessibility on the web needs to include students with disabilities and internet accessibility), your organization's LMS and if the tools will integrate when incorporating these tools.  These are critical issues.  Those are the first things I look at.  I also want to consider how the student feels about these tools.  My pedagogical views include respect for the student and the organization.  Besides data protection and rights, using a video for a student taking a test with tools like ProctorU has brought up some student privacy issues, cause student anxiety, and they fall short of taking into consideration student ethnicity or disability.  Also, research is showing that users of ZOOM are now experiencing ZOOM Fatigue.  I do not plan on using ZOOM or Proctor U in my course.


Why do we find video calls so draining? There are a few reasons.

In part, it’s because they force us to focus more intently on conversations in order to absorb information. Think of it this way: when you’re sitting in a conference room, you can rely on whispered side exchanges to catch you up if you get distracted or answer quick, clarifying questions. During a video call, however, it’s impossible to do this unless you use the private chat feature or awkwardly try to find a moment to unmute and ask a colleague to repeat themselves, (2021).

 

SOME MATERIALS I USE WHEN EVALUATING A TOOL

  1. Use a Rubric for eLearning Tool Evaluation like this one: 

Rubric for eLearning Tool Evaluation by Lauren M. Anstey & Gavan P.L. Watson, copyright 2018 Centre for Teaching and Learning, Western University is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, http://creativecommons.org/licenses/by-nc-sa/4.0/

  1. Look at the tools data/privacy statement

  2. Know your organizations privacy statement 

  3. Know your organizations LMS and if the tool integrates with it

  4. Check that the tool meets accessibility guidelines

WHEN CHECKING ACCESSIBILITY SOME SOURCES I USE

  1. Use a Rubric for eLearning Tool:  http://creativecommons.org/licenses/by-nc-sa/4.0/

  2. National Network Information, Guidance and Training on the Americans with disabilities act found at:  https://adata.org/learn-about-ada

  3. IT Accessibility Laws and Policies Section 508.Gov can be found at:  https://www.section508.gov/manage/laws-and-policies


THREE OF THE CRITERIA I LOOK AT WHEN SELECTING A TOOL 

Accessibility

Technical

Functionality

Accessibility standards

The tool meets accessibility guidelines (e.g. local accessibility legislation and/or W3C WCAG 2.0 standards)

Integration/ Embedding within a Learning Management System (LMS)

Scale:  The tool can be scaled to accommodate any size class with the flexibility to create smaller sub-groups or communities of practice

Required Equipment

Proper use of the tool does not require equipment beyond what is typically available to instructors and students (computer with built-in speakers and microphone, internet connection, etc.) 

Desktop / Laptop Operating Systems:  Users can effectively utilize the tool with any standard, up-to date operating system.

The tool has a user-friendly interface and it is easy for instructors and students to become skillful in a personalized and intuitive manner.

Cost of Use

All aspects of the tool can be used free of charge (for the students).

Browser:  Users can effectively utilize the tool with any standard, up-to date browser.

Tech Support / Help Availability: Campus-based technical support and /or help documentation is readily available and aids users in troubleshooting tasks or solving problems experienced; or, the tool provider offers a robust support platform

Rubric for eLearning Tool Evaluation This rubric has been designed for instructors and staff as a formative tool to evaluate eLearning tools in higher education. eLearning tools are defined as any digital technology, mediated through the use of a computing device, deliberately selected to support student learning. The rubric supports a multi-dimensional evaluation of functional, technical, and pedagogical aspects of eLearning Tools. Instructions Not all rubric criteria are necessarily applicable to all eLearning tools and those using the rubric are encouraged to assess irrelevant criterion as “not applicable”. The rubric does not identify a discrete threshold that an eLearning tool needs to cross before a tool should be used; the rubric is a formative tool intended to offer insight into the relative strengths and weaknesses of an eLearning Tool, as evaluated against a set of criteria.


Source:  Rubric for eLearning Tool Evaluation by Lauren M. Anstey & Gavan P.L. Watson, copyright 2018 Centre for Teaching and Learning, Western University is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, http://creativecommons.org/licenses/by-nc-sa/4.0/


CONCLUSION

I will use my tools and framework with empathy and Principles of Accessible design, 


Before anyone can make their website accessible, they must understand accessibility, be committed to ensuring accessibility, learn how to implement accessibility, and understand their legal obligations.

 

Commitment and accountability

Awareness. The foundation of any commitment to accessibility is awareness of the barriers. Few developers oppose the broad concept of inclusive design; many simply do not perceive the barriers faced by users with disabilities.

Leadership. If organizational leadership demonstrates a commitment to web accessibility, chances are high that the organization's web content will be accessible. Developers will make content accessible if they feel that the effort is expected, recognized and rewarded.

Policies and Procedures. When the idea of accessibility is backed by policies and procedures, it becomes part of the daily routine. The best approach for a large organization is to implement an internal accessibility policy, (n.d.).

I hope to be working at CSUEB and using the Blackboard LMS.  Several tools integrate with the Bb LMS.  One tool that I really like and plan on using in my course is CourseArc.  CourseArc is a content authoring and management tool that facilitates the collaborative creation of engaging and accessible online learning.





References

How to Combat Zoom Fatigue. (2021, February 01). Retrieved from https://hbr.org/2020/04/how-to-combat-zoom-fatigue

IT Accessibility Laws and Policies. (n.d.). Retrieved from https://www.section508.gov/manage/laws-and-policies

Introduction to Web Accessibility. (n.d.). Retrieved from https://webaim.org/intro/

What is the Americans with Disabilities Act (ADA)? (2021, March 11). Retrieved from https://adata.org/learn-about-ada

 Rubric for eLearning Tool Evaluation by Lauren M. Anstey & Gavan P.L. Watson, copyright 2018 Centre for Teaching and Learning, Western University is made available under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, http://creativecommons.org/licenses/by-nc-sa/4.0/

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