COURSE CONTENTS

MODULE 1 – HISTORY AND MEANING OF TECHNOLOGY

STUDENT LEARNING OUTCOMES:
At the end of module 1, the student is expected to:
1. Know history of technology
2. Define what is technology
3. Explain, background of technology
4. Enumerate some examples of technology
INTRODUCTON
The development over time of systematic techniques for making and doing things.
The term technology, a combination of the Greek technē, “art, craft,” with logos, “word,
speech,” meant in Greece a discourse on the arts, both fine and applied. When it first
appeared in English in the 17th century, it was used to mean a discussion of the applied
arts only, and gradually these “arts” themselves came to be the object of the
designation. By the early 20th century, the term embraced a growing range of means,
processes, and ideas in addition to tools and machines. By mid-century, technology was
defined by such phrases as “the means or activity by which man seeks to change or
manipulate his environment.” Even such broad definitions have been criticized by
observers who point out the increasing difficulty of distinguishing between scientific
inquiry and technological activity.

ABSTRACTION:
In using rational faculties to devise techniques and modify the environment,
humankind has attacked problems other than those of survival and the production of
wealth with which the term technology is usually associated today. The technique of
language, for example, involves the manipulation of sounds and symbols in a meaningful
way, and similarly the techniques of artistic and ritual creativity represent other aspects
of the technological incentive. This article does not deal with these cultural and religious
techniques, but it is valuable to establish their relationship at the outset because the
history of technology reveals a profound interaction between the incentives and
opportunities of technological innovation on the one hand and the sociocultural
conditions of the human group within which they occur on the other.

A highly compressed account of the history of technology such as this one must
adopt a rigorous methodological pattern if it is to do justice to the subject without
grossly distorting it one way or another. The plan followed in the present article is
primarily chronological, tracing the development of technology through phases that
succeed each other in time. Obviously, the division between phases is to a large extent
arbitrary. One factor in the weighting has been the enormous acceleration of Western
technological development in recent centuries; Eastern technology is considered in this
article in the main only as it relates to the development of modern technology.

Within each chronological phase a standard method has been adopted for
surveying the technological experience and innovations. This begins with a brief review
of the general social conditions of the period under discussion, and then goes on to
consider the dominant materials and sources of power of the period, and their
application to food production, manufacturing industry, building construction, transport
and communications, military technology, and medical technology. In a final section the
sociocultural consequences of technological change in the period are examined. This
framework is modified according to the particular requirements of every period—
discussions of new materials, for instance, occupy a substantial place in the accounts of
earlier phases when new metals were being introduced but are comparatively
unimportant in descriptions of some of the later phases—but the general pattern is
retained throughout. One key factor that does not fit easily into this pattern is that of
the development of tools. It has seemed most convenient to relate these to the study of
materials, rather than to any particular application, but it has not been possible to be
completely consistent in this treatment. Further discussion of specific areas of
technological development is provided in a variety of other articles: for example,
seeelectronics; exploration; information processing.

ANALYSIS

General considerations

Essentially, techniques are methods of creating new tools and products of tools,
and the capacity for constructing such artifacts is a determining characteristic of
humanlike species. Other species make artifacts: bees build elaborate hives to deposit
their honey, birds make nests, and beavers build dams. But these attributes are the
result of patterns of instinctive behaviour and cannot be varied to suit rapidly changing
circumstances. Humanity, in contrast with other species, does not possess highly
developed instinctive reactions but does have the capacity to think systematically and
creatively about techniques. Humans can thus innovate and consciously modify the
environment in a way no other species has achieved. An ape may on occasion use a
stick to beat bananas from a tree, but a man can fashion the stick into a cutting tool and
remove a whole bunch of bananas. Somewhere in the transition between the two, the
hominid, the first manlike species, emerges. By virtue of his nature as a toolmaker, man
is therefore a technologist from the beginning, and the history of technology
encompasses the whole evolution of humankind.Get exclusive access to content from
our 1768 First Edition with your subscription.

Social involvement in technological advances

An awareness of this interaction is important in surveying the development of

technology through successive civilizations. To simplify the relationship as much as
possible, there are three points at which there must be some social involvement in
technological innovation: social need, social resources, and a sympathetic social ethos.
In default of any of these factors it is unlikely that a technological innovation will be
widely adopted or be successful.

The sense of social need must be strongly felt, or people will not be prepared to
devote resources to a technological innovation. The thing needed may be a more
efficient cutting tool, a more powerful lifting device, a laboursaving machine, or a means
of utilizing new fuels or a new source of energy. Or, because military needs have always
provided a stimulus to technological innovation, it may take the form of a requirement
for better weapons. In modern societies, needs have been generated by advertising.
Whatever the source of social need, it is essential that enough people be conscious of it
to provide a market for an artifact or commodity that can meet the need.

Social resources are similarly an indispensable prerequisite to a successful

innovation. Many inventions have foundered because the social resources vital for their
realization—the capital, materials, and skilled personnel—were not available. The
notebooks of Leonardo da Vinci are full of ideas for helicopters, submarines, and
airplanes, but few of these reached even the model stage because resources of one sort
or another were lacking. The resource of capital involves the existence of surplus
productivity and an organization capable of directing the available wealth into channels
in which the inventor can use it. The resource of materials involves the availability of
appropriate metallurgical, ceramic, plastic, or textile substances that can perform
whatever functions a new invention requires of them. The resource of skilled personnel
implies the presence of technicians capable of constructing new artifacts and devising
novel processes. A society, in short, has to be well primed with suitable resources in
order to sustain technological innovation.

A sympathetic social ethos implies an environment receptive to new ideas, one in

which the dominant social groups are prepared to consider innovation seriously. Such
receptivity may be limited to specific fields of innovation—for example, improvements in
weapons or in navigational techniques—or it may take the form of a more generalized
attitude of inquiry, as was the case among the industrial middle classes in Britain during
the 18th century, who were willing to cultivate new ideas and inventors, the breeders of
such ideas. Whatever the psychological basis of inventive genius, there can be no doubt
that the existence of socially important groups willing to encourage inventors and to use
their ideas has been a crucial factor in the history of technology.

Social conditions are thus of the utmost importance in the development of new
techniques, some of which will be considered below in more detail. It is worthwhile,
however, to register another explanatory note. This concerns the rationality of
technology. It has already been observed that technology involves the application of
reason to techniques, and in the 20th century it came to be regarded as almost
axiomatic that technology is a rational activity stemming from the traditions of modern
science. Nevertheless, it should be observed that technology, in the sense in which the
term is being used here, is much older than science, and also that techniques have
tended to ossify over centuries of practice or to become diverted into such para-rational
exercises as alchemy. Some techniques became so complex, often depending upon
processes of chemical change that were not understood even when they were widely
practiced, that technology sometimes became itself a “mystery” or cult into which an
apprentice had to be initiated like a priest into holy orders, and in which it was more
important to copy an ancient formula than to innovate. The modern philosophy of
progress cannot be read back into the history of technology; for most of its long
existence technology has been virtually stagnant, mysterious, and even irrational. It is
not fanciful to see some lingering fragments of this powerful technological tradition in
the modern world, and there is more than an element of irrationality in the
contemporary dilemma of a highly technological society contemplating the likelihood
that it will use its sophisticated techniques in order to accomplish its own destruction. It
is thus necessary to beware of overfacile identification of technology with the
“progressive” forces in contemporary civilization.

On the other hand it is impossible to deny that there is a progressive element in

technology, as it is clear from the most elementary survey that the acquisition of
techniques is a cumulative matter, in which each generation inherits a stock of
techniques on which it can build if it chooses and if social conditions permit. Over a long
period of time the history of technology inevitably highlights the moments of innovation
that show this cumulative quality as some societies advance, stage by stage, from
comparatively primitive to more sophisticated techniques. But although this
development has occurred and is still going on, it is not intrinsic to the nature of
technology that such a process of accumulation should occur, and it has certainly not
been an inevitable development. The fact that many societies have remained stagnant
for long periods of time, even at quite developed stages of technological evolution, and
that some have actually regressed and lost the accumulated techniques passed on to
them, demonstrates the ambiguous nature of technology and the critical importance of
its relationship with other social factors.

Modes of technological transmission

Another aspect of the cumulative character of technology that will require further
investigation is the manner of transmission of technological innovations. This is an
elusive problem, and it is necessary to accept the phenomenon of simultaneous or
parallel invention in cases in which there is insufficient evidence to show the
transmission of ideas in one direction or another. The mechanics of their transmission
have been enormously improved in recent centuries by the printing press and other
means of communication and also by the increased facility with which travelers visit the
sources of innovation and carry ideas back to their own homes. Traditionally, however,
the major mode of transmission has been the movement of artifacts and craftsmen.
Trade in artifacts has ensured their widespread distribution and encouraged imitation.
Even more important, the migration of craftsmen—whether the itinerant metalworkers of
early civilizations or the German rocket engineers whose expert knowledge was acquired
by both the Soviet Union and the United States after World War II—has promoted the
spread of new technologies.

The evidence for such processes of technological transmission is a reminder that

the material for the study of the history of technology comes from a variety of sources.
Much of it relies, like any historical examination, on documentary matter, although this
is sparse for the early civilizations because of the general lack of interest in technology
on the part of scribes and chroniclers. For these societies, therefore, and for the many
millennia of earlier unrecorded history in which slow but substantial technological
advances were made, it is necessary to rely heavily upon archaeological evidence. Even
in connection with the recent past, the historical understanding of the processes of rapid
industrialization can be made deeper and more vivid by the study of “industrial
archaeology.” Much valuable material of this nature has been accumulated in museums,
and even more remains in the place of its use for the observation of the field worker.
The historian of technology must be prepared to use all these sources, and to call upon
the skills of the archaeologist, the engineer, the architect, and other specialists as
appropriate.

Technology is transforming education, changing how, when and where students

learn, and empowering them at every stage of their journey.
Technology for Learning and Teaching:
 Empowers educators to efficiently personalize learning with access to data, content
and the cloud.
 Prepares students for the 21st century workforce with modern technology skills
and competencies.
 Helps educators create blended learning environments that make learning relevant
to students’ lives.
 Gives educators access to real-time feedback through digital formative and
summative assessments and data.
Technology for Learning and Teaching:
 Empowers educators to efficiently personalize learning with access to data, content
and the cloud.
 Prepares students for the 21st century workforce with modern technology skills
and competencies.
 Helps educators create blended learning environments that make learning relevant
to students’ lives.
 Gives educators access to real-time feedback through digital formative and
summative assessments and data.
On the path to personalizing learning, technology empowers students by giving
them ownership of how they learn, making education relevant to their digital lives and
preparing them for their futures. With technology and access to resources beyond
classroom walls, students are inspired to become problem-solvers, critical thinkers,
collaborators, and creators. Where technology has been successfully integrated into
classrooms, students develop a lifelong love of learning.
Educators are always striving to personalize learning for students. Technology can
help them reach new levels with access to real-time student data, longitudinal
information, content, apps, and more. Technology can help educators create blended
learning environments and leverage digital tools for formative and summative
assessments, bringing new models for learning and teaching to classrooms.
Technology in education and the right devices in students’ hands helps prepare
them with the career and technical skills they need to be successful today and in
tomorrow’s workforce. Relevant learning experiences in STEAM can inspire creativity,
help students apply meaning to their learning, and prepare them for future career
opportunities and jobs that haven’t even been created yet. Specific skills in coding,
programming, physical computing, and computational thinking have become common
requirements in the workforce. Though making, students can gain these skills and hone
their problem-solving and critical thinking skills for the 21st century. Learning by doing
with maker mindsets and environments can be very engaging when designed and
integrated with the right technology.
School systems have the hard decision of choosing devices and technology models
that will help achieve their visions of transforming learning. Device decisions should be
made by working with multiple stakeholders and evaluating how educators and students
use the devices for day-to-day learning. Stakeholders should take into account
appropriate grade-level curriculum, content needs, and how the devices will be used
inside and outside the classroom. It’s no easy task, but considerations such as
compatible digital curriculum and content, assessment requirements, manageability
options, security features, device functionality, and the overall cost of ownership are key
to choosing the right device. A secure and robust IT infrastructure is the foundation of a
360⁰ learning experience, and supports digital content, protects key student data, boosts
operational efficiency, and provides the security and privacy protection today’s schools
needs.
Intel can help school systems enhance the experience of each student and
educator with a holistic solutions approach that focuses on technology to enable
personalized learning, connected, and efficient classrooms, and a secure, powerful IT
infrastructure. All the while, educators must be properly trained and supported through
ongoing professional learning resources and communities.
It all adds up to a transformative and sustainable impact on the success of all
students.
Teaching with technology
Teaching with technology can deepen student learning by supporting instructional
objecives. However, it can be challenging to select the “best” tech tools while not losing
sight of your goals for student learning.  Once identified, integrating those tools can
itself be a challenge albeit an eye-opening experience.
The CTL is here to help you (novice, expert and everyone in between) find creative
and constructive ways to integrate technology into your class. If you are looking to flip
your class, make use of Canvas or simply want to experiment with some new
instructional technologies, we can help.
What do we mean by “technology”?
The term “technology” refers to advancements in the methods and tools we use to
solve problems or achieve a goal. In the classroom, technology can encompass all kinds
of tools from low-tech pencil, paper, and chalkboard, to the use of presentation
software, or high-tech tablets, online collaboration and conferencing tools, and more.
The newest technologies allow us to try things in physical and virtual classrooms
that were not possible before. What you use depends fundamentally on what you are
trying to accomplish.
How can technology help you?
 Online collaboration tools, such as those in Google Apps, allows students and
instructors to share documents online, edit them in real time and project them on
a screen. This gives students a collaborative platform in which to brainstorm ideas
and document their work using text and images.
 Presentation software (such as PowerPoint) enable instructors to embed high-
resolution photographs, diagrams, videos and sound files to augment text and
verbal lecture content.
 Tablets can be linked to computers, projectors and the cloud so that students and
instructors can communicate through text, drawings and diagrams.
 Course management tools such as Canvas allow instructors to organize all the
resources students need for a class (e.g. syllabi, assignments, readings, online
quizzes), provide valuable grading tools, and create spaces for discussion,
document sharing, and video and audio commentary. All courses are automatically
given a Canvas site!
 Clickers and smartphones are a quick and easy way to survey students during
class. This is great for instant polling, which can quickly assess students’
understanding and help instructors adjust pace and content.
 Lecture-capture tools, such as Panopto, allow instructors to record lectures
directly from their computer, without elaborate or additional classroom equipment.
Consider recording your lectures as you give them and then uploading them for
students to re-watch. Studies show that posting recorded lectures does not
diminish attendance and students really appreciate the opportunity to review
lectures at their own pace.
What are some good examples?
One of the best ways to get ideas and inspiration is learn from others and blogs
are a great way to do that. Here are some of our favorites
 UWB Learning Technologies
 Teaching Forum: talking teaching at UWT
 GridKnowledge (blog of UWT’s Assistant Chancellor for Learning Technologies)
 Wired Campus, Chronicle of Higher Education
 Prof Hacker, Chronicle of Higher Education
 Agile Learning (blog of the Director of Vanderbilt’s Center for Teaching)
 Faculty Focus
Where to get support
Center for Teaching and Learning
CTL can help with the pedagogical methods for deploying technologies in your
teaching. We offer workshops in partnership with UW-IT, individual consultations, and
can prepare a custom workshop for you group or department.
 Visit CTL’s Teaching remotely pages to learn best-practices, important policies,
and essential aspects of effective online instruction. This resource is designed for UW
faculty members, graduate instructors, teaching assistants, and staff educators who are
seeking information, advice, ideas, resources, and support for their remote course
planning and teaching.
IT Connect Learning Technologies
IT Connect’s Learning Technologies group can help identify and implement various
tools that support teaching and learning. They offer numerous workshops to get you up
and running, as well as integrated workshops in partnership with the CTL
Academic Technologies (Seattle campus)
Academic Technologies offers comprehensive media support and services to
students, faculty and staff. They offer a full range of in-classroom audio and video
expertise (including help with classroom computers, equipment rental and repair,
technical services and access to an educational media collection).
UW Bothell Digital Learning & Innovation
The Office of Digital Learning & Innovation (DLI) provides support for the
integration of technology in teaching and learning. Their website includes how-to guides,
instructional resources and a blog. They also offer a Hybrid Course Development
Institute for faculty looking to replace some face-to-face instruction with increased
online teaching.
Technology offers tremendous promise for student learning and has ignited the
imagination of those who are interested in bringing about revolutionary gains in the
achievement of all students. Yet the use of technology in education also raises a whole
host of challenges, including those related to cost-effectiveness, teacher professional
development, assessment, equity, and safety. We are at the forefront of evidence-
based, technology-driven classroom practices and online strategies that enhance
learning for all students, especially those with special needs.
How is technology affecting teaching and learning?
5 Positive Effects Technology Has on Teaching & Learning
Supplemental Teaching Tools. Not only can tablets, apps, video and interactive
whiteboards be...
Motivate Students to Learn. Many students are more stimulated and are apt to learn...
Students Can Learn at Their Own Pace. It's simple; no child is the same.
Additional Resources for Students. Educational...
What are the pros and cons of Technology in education?
Technology in the Classroom in 2019: 6 Pros & Cons
Using technology in the classroom allows you to experiment more in pedagogy and get
instant feedback.
Technology in the classroom helps ensure full participation.
There are countless resources for enhancing education and making learning more fun
and effective.
Technology can automate a lot of your tedious tasks.
How does technology affect school and learning?
 Technology is interactive, and students learn by doing, researching, and receiving
feedback. This helps students become passionate about what they are learning. For
example, they may study geography using interactive software such as Google Maps or
Google Earth, instead of looking at a picture. 2) Use of real-world issues.
How technology can help improve education.?
8 Ways Technology Can Improve Education
Teach With Open-Source Resources
Tap Into Education Platforms Online
Invest In Video Games
Regulate Interactions
Let The Kids Teach
Use Tech Sparingly
Switch To Tablet Learning
Make Sure Higher Education Has High-End IT Options
Does technology get in the way of learning?
With technology, people can learn no matter the particular learning style they are
accumstomed to. Visual learners can use Prezi and Powerpoint to develop notes and
presentations that incorporate pictures and graphs into a particular concept that they
are trying to learn.
What is EdTech and why is it such a big opportunity?
That is why everyone sees EdTech as a big opportunity. EdTech is a Solution to
Financial Challenges in Education EdTech plays a crucial role in enhancing the education
system mainly in developing countries. With EdTech it is possible to cut costs and create
efficiencies.
What are the advantages of Technology in the classroom?
Benefits of Technology in the Classroom
Technology in the Classroom Makes Learning More Fun.
Technology Prepares Students for the Future.
Improved Retention Rate.
Technology Helps Students Learn at Their Own Pace.
Technology Connects with Students.
What are the negative effects of Technology in the classroom?
Some negative effects of technology in today’s classroom are that it can take away
valuable learning time, it can be overused, and it can also turn educational experiences
into games for students who may miss the point of the lesson. In today’s classroom,
teachers are pressed to make every minute count.
Does technology have positive or negative impact on Kids?
Although technology does provide many positive benefits for learning, it also can
have several negative effects on child development and quality of life. One of the biggest
differences in the way that children live today is that they don't get as much exercise as
they used to.
What are the effects of Technology on children?
Technology has positive impact on children development and educational
performance such as communicational, ease of access of information and career
benefits. For instance children do not just have to learn about other people’s
backgrounds and values in a textbook, instead they can use the technology at hand.
How technology is reshaping education?
Technology is reshaping how students want to be educated. Students are
increasingly more mobile, and expect to be able to access information anytime,
anywhere. They are comfortable in an Internet-enabled world, constantly texting,
sending photos, posting status, and accessing information from the world ease...
How technology can help transform higher education?
Gaming is the perfect example of how technology can transform education through
engagement. Games use elements such as feedback, rewards, badges, or competitions
to motivate students and accelerate learning.
How does technology affect people and society?
Today's society has a dependence on technology that cannot be ignored. Perhaps
it is taken for granted. For example, technology is used to communicate, travel learn
and conduct business. Technology helps many people live in comfort. Without
technology, many would face hardships .
What are some positive things about technology?
Positive Effects Of Technology On Our Lives
Communication.
Trade and Industry.
Education.
Medicine.
The family.
What are the harmful effects of Technology?
Bad Effects of Technology in Environment
*Increase in Travel: This point might seem awkward but, it is true that we travel a
lot nowadays than in the past.
*Excess power consumption: Power consumption is high due to technology.
*We generate more waste: We contribute a large amount of toxic waste in the
name of technological up-gradation.
*Excess use of gadgets: Now a day we can see many people on the roads, trains
and even parks busy on their mobiles or tablets.
Why is technology bad for kids?
One other reason why technology is bad is that, due to its increase, children are
now too impatient towards having this. They have increased stress factors and
decreased problem-solving skills because they rely on gadgets to do the work for them.
Decreased use of memory.
Does technology cause a child to become unsocial?
 Kids ages eight to 18 are becoming more addicted to technology, and it is leading
to negative consequences, such as the need for instant gratification, poor face-to-face
interaction and risk of depression. Children between the ages of eight and 10 years old
spend more than seven hours.
How do parents' technology use affect children?
Parents' use of mobile technology around young children may be causing internal
tension, conflicts and negative interactions with their kids, suggests a qualitative study
in the Journal of Developmental & Behavioral Pediatrics
Pediatrics is the branch of medicine that involves the medical care of infants,
children, and adolescents. The American Academy of Pediatrics recommends people be
under pediatric care up to the age of 21. A medical doctor who specializes in this area is
known as a pediatrician, or paediatricia.
Why do we need Technology in education?
We need technology in school because it gives students a chance to get in touch
with the real-world environment. Technology lets the teachers make ready students for
the real world environment. Today, the whole world is turning out to be more technology
reliant.
How has technology changed the secondary sector?
Technology has changed the process of the Secondary Sector by making it more
productive. Many more items are created in a day and it costs less. This also means less
jobs available to people who need to work. Look into the tabs on the left for more
specific information.
What is the impact of Technology on our society?
Technology affects the way individuals communicate, learn, and think. It helps
define society and determines how one interacts with others on a daily basis. Technology
has both positive and negative affects on society including the possible improvement or
declination of society.
What is the influence of Internet on society?
The positive impact of the internet on society. The biggest Positive impact of the
internet on society is the popularity of social networks and social media websites .
Societies around the globe are becoming stronger, developed and more intelligent
because most technologies are interlinked with the internet.
What are the positive points of Technology?
7 Positive Impacts of Technology on Today's Society
1. Effective Transportation.
2. Fast, Far-Flung Communication.
3. Better Goods and Services.
4. Streamlined Systems.
5. Meaningful Exchanges.
6. Longer Lives.
7. Improved Media.
How does technology influence our lives?
 There is almost no place that you can go where technology hasn’t been used.
Technology affects our daily lives in everything that we do; it saves time, creates a
world of endless learning, and makes traveling to halfway around the world effortless.
Technology greatly reduces the time it takes to perform lives everyday tasks.
How harmful is technology to the world?
Technology is not bad in itself. Its benefit or harm depends on how we utilize it for
our own interest and needful. Technology has a significant impact on our lives, good as
well as bad, but only the matter is that we should realize its both aspects.
How technology has changed our planet?
How Technology has changed our lives on a daily basis. First of all, we should say
that the technologies have changed our lives by increasing the speed of time . It has
totally changed the ways of our living. We cannot even think of our life without
technology.
How technology has affected our culture?
Technology has a deep impact on culture and makes us reimagine the way in
which human beings organise themselves and interact with each other. A mobile phone,
for instance, has helped reorder space and time, helped individuals get a unique address
in life and softened the notions of hierarchy.
What is the role of Technology in society?
The Role of the Information Technology in the Society. Each technology has its
users and developers. They determine the importance and influence of technology on
the consumer. To determine and group the users and developers of the information
technology, special properties have to be taken into account.
How technology has created a negative impact on society?
The development of communicative technology has created a negative affect on
society by creating a lack in development of physical communicative skills, a society with
a dearth of intelligence, and a dependency for survival.
What are the negative impacts of the Internet?
Lack Of Creativity. The lack of creativity in teenagers and students is also another
one of negative effects of Internet rooting from its benefits. One significant feature of
Internet is the unlimited sources of information. This feature benefits users by quick
access to needed info at ease.
How did the Internet impact society?
One major impact that the Internet has had on society is in transforming the field
of personal relationships. The Web has taken the old models of personal adverts and
dating agencies and catapulted them into new dimensions.
Does technology really make our lives better?
Technology has definitely improved our lives; however it has certainly made our
lives harder. Technology has made our lives more convenient, for example people can
now check their Daily Mail
The Daily Mail is a British daily middle-market newspaper published in London in a
tabloid format. Founded in 1896, it is the United Kingdom's third-highest-circulation
daily newspaper, after Metro and The Sun.
What effect has technology had on our lives?
 Technology affects our daily lives in everything that we do; it saves time, creates a
world of endless learning, and makes traveling to halfway around the world effortless.
Technology greatly reduces the time it takes to perform lives everyday tasks.
Is technology bad for You?
PERSPECTIVES FROM THE WEB
Technology is bad because it creates pollution causing animals and plants to die
and it creates a hole in the o-zone layer making the suns rays stronger and the Earth
getting hotterIsaac!
Why is technology bad - Answers.com
Technology has many benefits to the individual and to an organization including
optimizing speed and time, providing a better way to store information, enhancing the
sharing of information and providing automation to tasks that otherwise require
extensive human work and calculation.
How does technology help us in our daily lives?
Technology greatly reduces the time it takes to perform lives everyday tasks. Daily
chores such as mowing the grass or doing the dishes have been reduced from hours to
twenty minutes with the invention of the automatic dishwasher and gas powered lawn
mower.
What is life without technology?
Here is a good side of life without technology: - People will become more active at
work and will be less dependent technologies by which they will be healthier. - There will
be less chances of accident (cars, weapons, house burning because of electricity,...
What are technology's effects on culture?
Technology also has a great impact on all the fundamental aspects of all our
cultures including laws and how they are enforced, language, art, health care, mobility,
education and religion.
Is technology changing our culture?
Technology is changing every aspect of our lives. The benefits provided by new
digital approaches are having a huge impact on our societies. However, one of the
greatest business challenges is not about the devices, software or solutions – it is about
how we manage the process of cultural change.
What makes technology good or bad for US?
Technology is neither good nor bad for us. It makes life easy in some aspects and
sometimes makes it tedious. Before technological discoveries, people use to spend time
to get happiness. These days its been taken away by technological distractions.
Why is technology good or bad?
Technology provides a way of communication but is becoming the only way to
communicate with today’s youth because it has made one on one interaction less
frequent and has made a negative effect on the social abilities of the youth.
Do people really need Technology in their lives?
However, if the technology is referred to as anything that aids humans and is not
a part, biologically speaking, such as writing utensils, eating utensils, transportation,
furniture, fire etc.. then yes, we need technology. Simply put, we need the technologies
and technology needs us too.
Is it possible to live a good life without technology?
What Would Life be Without Technology The everyday lives of people have
changed a great deal due to the advent of technology. They have become easier, faster,
more comfortable and dynamic.
Can You Imagine your life without technology?
At first any one would probably say "yes i can imagine a world without
technology." Until they realize what technology really is and not just what they are used
to calling technology, like phones, cameras, computers, or your refrigerator/fridge which
is keeping your food from expiring anytime soon!
How technology has improved society?
Another way that technology has helped society progress is through text talk. It
helps cut down on time you talk and write/type. When you use this new language of text
talk, you can cut out an average of 1 second for each word or phrase you transfer to
text talk.
Is technology a good thing?
Technology is a very good thing for people anywhere and everywhere, no matter
how old, it helps us in every aspect of our daily lives, and it is a thing that cannot be
lived without. Technology has many branches and levels, from cell phones to the
internet and even for medical purposes.
What do educators need to know?
It is helpful to have a basic understanding of a few technical terms in order to
effectively promote the use of accessible technology.
Assistive technology (AT) can help a person with a disability operate a computer. AT
includes grammar checkers, alternative keyboards, hands-free interfaces, and the text-
to-speech software Hannah uses.
Information technology (IT) includes computers, software, Web sites, telephones,
CDs, videotapes, calculators, and other electronic devices. Many IT products, like the
Web site Hannah tried to access, are designed in such a way that they are inaccessible
to people with disabilities, even to those who have AT.
Universal design refers to the design of products and environments so that they are
usable by everyone, to the greatest extent possible. A teacher is applying universal
design when he purchases curriculum with built-in, multiple, and flexible methods of
presentation, expression, and engagement. The manager of a computer lab is applying
universal design when he purchases adjustable tables in anticipation of students who are
small or large in stature or who use wheelchairs.
Accessible information technology is created when producers consider the needs of
people with disabilities in the process of designing information technology. More
accessible products minimize the need for AT; they are also compatible with existing AT
products. If Hannah's teacher assigned the use of an accessible Web site to her
students, it would have, among other features, included alternative text for graphics
images so that Hannah's text-to-speech system could read the content to her.
AT and accessible information technology work together to allow students with
disabilities to participate side-by-side with their classmates as they complete
assignments, access information, and engage in collaborations, simulations, and
tutorials.
Why is it important that information technology be accessible?
 The use of information technology is widespread in schools and employment
settings. It has the potential to maximize the independence, participation, and
productivity of people with disabilities. However, this potential can only be realized if
students are provided with the assistive technology they need AND educators procure,
develop, and use accessible information technology.
What should a school's vision be?
Here is an example:
Our school purchases, develops, and uses accessible information technology and
applies universal design principles in the creation of its facilities and programs. We also
have an efficient system in place to acquire assistive technology for specific students
with disabilities.
Promoting universal design is a powerful way to support the goal of No Child Left
Behind. Just like ramps installed for people who use wheelchairs also benefit those who
are pushing delivery carts or baby strollers, accessible information technology benefits
individuals with and without disabilities. For example, captioning on videos benefits
students who are deaf as well as those whose first language is not English or who are
learning to read.
What can educators do?
Building accessible information systems in our schools requires the concerted
effort of policy makers, information technology support staff, assistive technology
specialists, teachers, parents, and students. Creating accessible information systems
requires a close collaboration between those who teach students with disabilities and
those who make information technology decisions, approve purchases, and provide
technical support.
Educators should anticipate the enrollment of students with a wide range of abilities
regarding learning, seeing, hearing, moving, and communicating; purchase accessible
products; and apply universal design principles as they develop facilities and activities. A
student with a disability should not be treated as an exception. Rather, curriculum
should have built-in flexibility and educators should work together to:
 Educate themselves on how technology is used in their school. What software is
used? What Web sites are used? What types of assignments are given?
 Identify barriers children with disabilities face or are expected to face in
technology-enhanced instructional activities. Are computers, software, Web sites
and other technology accessible to them?
 Develop a district-wide policy that clearly states a commitment to the purchase
and use of accessible information technology.
 Implement procedures to ensure that accessibility is considered in all stages of
technology planning, development, purchase, and support. Examples of taking a
proactive approach to accessibility include the purchase of a few adjustable tables
for the computer lab, provision of trackballs as well as mice, placement of
handouts where they can be reached from a seated position, purchase of flexible
curriculum, and use of Web sites that are accessible to people with disabilities.
The technology access barriers Hannah encountered could have been avoided if the
school routinely requested that vendors of lab products include accessibility features and
that only Web sites that are accessible to students using text-to-speech systems be used
in classes.
 As with all systemic change initiatives, persistence of advocates and cooperation
among stakeholders are key. The ultimate reward is a more accessible school and a
more accessible world for everyone. These benefits outweigh the effort.
What resources are there?
School administrators, teachers, and computer lab support staff can seek more
information about the design, procurement, and use of accessible technology from the
following resources:
5 Home Learning Experiences for the Elementary Grades 
Activities that incorporate speaking and listening, reading and writing, math, music,
science, art, and drama—and are parent-friendly.
With the announcement of school districts closing across America, most teachers
have pivoted to respond to a new reality—face-to-face learning is not currently an
option. In the shuffle from traditional schooling to remote learning, many teachers and
parents are relying on grade-level or subject-specific packets and online learning. But
there are other options.
Although most parents are familiar with the teaching profession, they’re not
trained as teachers, so the tasks that teachers share will have to be both doable for
students and designed to allow parents to play a supporting role.
The following ideas incorporate speaking and listening, reading and writing, social
and emotional learning, math, music, science, art, and drama. My hope is that they
inspire parents to set up learning experiences and then follow their kids’ lead. The truth
is, there’s no right answer for how to do any of this. There are, instead, many unique
and beautiful ways for learning to unfold in this time.
The beginning of the school day is an important time for students as they
transition from home to school. Helping students make this transition is even more
important when they’re doing their school work at home. One strategy I use to set the
tone for a day of learning is an interactive morning message. The morning message is a
daily message from the teacher that is posted for students when they enter the
classroom. It can be written on chart paper or projected on the whiteboard. It can also
be shared via Google Slides to reach students who are distance learning.

5 Home Learning Experiences

1. Setting up a poetry coffeehouse: A poetry coffeehouse provides an intimate venue for
students to read, write, and share poetry. When guiding kids to write poems, it’s
important to let them know that rhyming isn’t necessary and that poems can be about
anything. Good poem topics can come from the world around the child.
To hold a poetry coffeehouse at home, every member of the family selects a poem—the
Poetry Foundation is a great place to look. (Families can instead do this with short
stories if they prefer.) Each member practices reading their poem many times over.
Parents can help by modeling for children so they hear the pacing, tone, and emotion of
the poem.
In preparation for the show, families can create a sign: “Welcome to the ______ Family
Poetry Coffeehouse.” To help change the atmosphere, dim the lights and cue up a clip of
an audience clapping. Finally, each family member will read their poem aloud—the
readings can be streamed live for friends and extended family for a bigger audience.
2. Journaling: Journals, according to Julia Cameron, are companions. Journals are a
place for dreams, fears, frustrations, and hopes—a place to reflect on and record regular
life. Journals are a portable home for private thought and can be especially therapeutic
in troubling times.
With children at home every day, journaling can be a way for children to keep track of
the days and how they’re feeling. It often helps for parents to journal at the same time,
at least at the beginning. So how can parents start? First, they should find a comfortable
place to sit and invite their child or children to watch as they think aloud, “I wonder
what I will write about. I could write about what I’m going to make for dinner. Or maybe
I’ll write about what I wish I could make for dinner! Yes, that’s what I’ll do.” Then the
parent should start writing. From there, parents should encourage children to find their
comfortable spot and begin.
Parents should be reminded that journals are private and should not be read unless
children give their permission.
3. Composing a song: Joy, happiness, and well-being can be achieved through singing
and making music. Creating a song should be a process-oriented, fun experience for all
involved. Studies show that creating music and songs aids motivation and helps learners
develop a love for language learning.
When I was a child, my family would write songs on long car trips. We chose familiar
tunes and, mile by mile, made our own songs. Sometimes we would write them out, but
most of the time, we just sang them over and over until they were memorized. When we
reached our destination, we would do a presentation of sorts for the people we were
meeting and make the obligatory video recording.
This format can be transferred to the Covid-19 living room, and songs can develop and
change throughout the course of a day or week. Through song, kids can explore a
variety of themes or topics. Long vowel sounds or consonant blends make for perfect
song topics. Songs don’t need to be serious—sometimes the funny ones are the best.
4. Putting on a puppet show: Making puppets can be surprisingly appealing in our
technologically complex culture. Puppetry invites children and audience members to
exercise their imagination, and puppets don’t need to be made from a complicated list of
materials—using recycled paper and cardboard, children can create really inventive
puppets.
For some added fun, parents can prompt children to create characters, plots, and story
lines, or to name all of the shapes they use in their puppet creation. And if they’ve made
animal puppets, they can identify the animal’s habitat and other details.
5. Composing alternate endings: When students are actively involved in the conception
and construction of literacy experiences, they become more aware of the role they play
in their own learning. Crafting alternate endings for stories offers opportunities for
students to exercise their ability to see the everyday through a new lens.
To start, one person reads a story aloud, stopping at the climax. Then each member of
the family can record—in writing, or with audio or video recording—how they think the
story should end. Next, everyone comes together to share their endings.
For added fun, students can act out their endings for the family or hold “interviews” with
characters from the story to uncover motives and backstory not shared in the original
text.
In all of these, following the child’s lead should be at the center of this learning. If a
child is interested in frogs and toads, search online for poetry about them. If a child is
fascinated by insects, make a family of puppet insects or write a song about them.
At the end of this pandemic, the goal is for children to have positive emotions and
attitudes toward learning. To ensure that, parents need to show that they value kids’
curiosity, individuality, attentiveness, and love of learning.

Using Technology to Enhance Teaching & Learning

Educational Technology Resources
Use our educational technology resources to enhance your lessons and engage
your students. Introduce topics and ignite conversation with these fifteen minute mini-
lesson PowerPoint Slides. To incorporate technology into your classroom, browse these
listings for the best videos, digital books, websites, and online games to combine both
the subject matter and a lesson on computer skills! You will also find tips and tricks
regarding internet safety and the best plan to help your students avoid cyberbullying,
cheating, and online dangers.
Technology is entwined in almost part of our daily lives. It affects how we
communicate, play, socialize, and learn. Now, technology is taking a part in classrooms.
Smartboards, iPads, and Chromebooks are replacing chalkboards, notepads, and
textbooks. With the strong digital future that lies ahead of us, it is only natural that
schools are embracing the role technology can play in improving the learning
experience.

Here are some reasons why technology in elementary

education is important.
1. It expands the possibilities for teachers
Technology expands the realm of possibilities for how teachers teach. A PBS
LearningMedia study found that three-quarters of teachers they interviewed found many
benefits of educational technology. Benefits were that technology enables teachers to
reinforce and expand the content, it motivates students to learn, and technology allows
them to respond to a variety of learning styles. Further, 7 out of 10 teachers surveyed
said technology allows them to “do much more than ever before” for their students.
2. Technology makes education more flexible
Matt Wallaert, a behavioral scientist at Bing, says, “We don’t all have to study the
same thing anymore. One kid can be interested in butterflies and take a journey down
that path, while another can be learning about rockets, and both are learning practical
skills of physics.” Everyone learns differently. Hence, with a classroom full of children
with different learning abilities, technology allows us to implement differentiated
instruction.
3. Technology makes learning exciting
Technology occupies an important space in students’ lives. When not in the
classroom, almost everything students do is connected to technology. A study by IT
Trade Association CompTIA, found students prefer learning with technology. Overall,
they feel that it makes learning more interesting and fun. Additionally, this study found
that technology helped improve students’ retention rates.
4. Technology prepares students for the future
Finally, technology in elementary education is important because it helps prepare
students for the digital future. It teaches 21st-century skills are necessary to be
successful in today’s world. Now, a majority of jobs have a digital component that will
only grow and get more complex as time goes on. Therefore, technology prepares
students for their future. Further, it sets them up to be successful in our increasingly
digital economy.
To those who are still unsure about using technology in elementary education,
Dylan Arena, Ph.D., co-founder and chief learning scientist at Kidaptive says,
“Technology by itself will almost never change education.” Further, Arena says, “The
only way to change educational practices is to change the beliefs and values of teachers,
administrators, parents, and other educational stakeholders– and that’s a cultural issue,
not a technological one… It’s about processes and people rather than bits and bytes.”
In conclusion, there are several benefits of technology in elementary education. The use
of technology at Roig enhances our multi-sensory approach to education by providing
innovative, interactive approaches to learning.
Technology provides numerous tools that teachers can use in and out of the
classroom to enhance student learning. This page provides an introduction to some of
the most common.
Faculty members should consult SMU's office of Academic Technology Services,
which provides many kinds of support, including hands-on training in using classroom
technology. (Click here for classroom-specific information about the setup in many
campus buildings). SMU's STAR (Student Technology Assistant in Residence) Program is
also available to help with short-term instructional technology projects.

There are also numerous on-line resources about using technology to enhance
teaching in a number of different ways. For example, Teaching with Technology 2, from
the Learning Technology Consortium, offers 17 peer-reviewed essays on using different
kinds of educational technology, and the book can be downloaded for free. MERLOT is a
huge, peer-reviewed, multi-disciplinary resource for learning and online teaching. Here's
a curated list, from About.me to Zotero, of free online tools that you can use in your
teaching.

SMU uses the course management system Blackboard. For help creating
Blackboard courses and learning the basics, consult Academic Technology's Blackboard
help page, as well as this Blackboard online tutorial. Access your Blackboard courses
here.

Presentation Software
Sometimes it's helpful to provide visual aids to complement teaching, stimulate
discussion, or allow out-of-class teaching. Tools designed for this purpose, such as
PowerPoint, can be used well or used badly. Click here for resources that provide advice
for thoughtful use of PowerPoint, as well as a few additional presentation tools.
Classroom Response Systems ("clickers")
One way to encourage student engagement is by using electronic devices that
allow students to record their answers to multiple choice questions and allow you to
instantly display the results. The anonymity encourages participation, and their answers
help the teacher know when further discussion is needed. Use of clickers can also serve
as a catalyst for discussion. Click here to learn more about using response systems
effectively.
Online Projects and Collaboration Tools
 Technology can support student collaboration on creating new knowledge,
reflecting on what they are learning, or working together to achieve a deeper
understanding of course material. These articles provide ideas about their use and
misuse.
Information Visualization Tools
Technology can also clarify and stimulate thought through transforming words into
pictures. Here are some tools to help lead your students to think more critically by
encouraging them to visually structure information.
Flipping the Classroom
How can we make the best use of the classroom time we have with our students?
Sometimes a great way to move them toward higher levels of understanding is to move
the lecture out of the classroom, and use in-person time for interactions that require
applying, synthesizing, and creating. "Flipping" doesn't have to use technology, but tools
such as videos, podcasts, online quizzes and the like can help in and out of class activity
work together. These resources explain the theory underlying this teaching method and
provide practical suggestions for making it work.
Podcasts
Whether for a flipped class or just as a resource for your students, you may want
to create a podcast that conveys information students need for initial learning or review.
SMU's Academic Technology Service can provide instruction on creating podcasts, and
will loan you a podcasting kit. These articles discuss how to make and use podcasts
effectively.
Games
What could be more engaging than a good game, used well? These articles discuss
why a game may lead to deeper learning and give some examples of their use in higher
education.
Teaching with Tablet Computers
We're only beginning to explore their many possibilities for higher education. Here
are some ideas.
Converting a Face-to-Face Course to an Online Course
Teaching online, whether in a hybrid course or a wholly-online course, requires
different techniques and different tools. Without the F2F contact, professors will need to
be even clearer about setting and articulating expectations for digital work and
participation. Encouraging interaction between professor and student and among
students is an additional challenge, as is monitoring student learning as the course
progresses. The online environment requires the use of basic technologies to digitize
course materials as well as mastery of the university's learning management system.
And various tools like Skype allow synchronous communications, while blogs and Twitter
can encourage asynchronous interaction. Here are some ideas to get you started.
Technology is interactive, and students learn by doing, researching, and receiving
feedback. This helps students become passionate about what they are learning. For
example, they may study geography using interactive software such as Google Maps or
Google Earth, instead of looking at a picture. 2) Use of real-world issues.
Technology in the classroom can be so much more and so much better than the
stereotypical cell phone going off in the middle of class. Technology can actually be a
major tool, both in terms of pedagogical resources and in terms of connecting with the
younger generations. But how does this work?
 The top seven important concepts to understand when examining the use
of technology for educational or instructional purposes include:
1) Active engagement with the learning material.
Technology is interactive, and students learn by doing, researching, and receiving
feedback. This helps students become passionate about what they are learning. For
example, they may study geography using interactive software such as Google Maps or
Google Earth, instead of looking at a picture.
2) Use of real-world issues.
This model encourages the use of real-world problems in the classroom. By using the
Internet, students can research real issues happening at that moment that are related to
the classroom curriculum. This helps students understand that the lesson being taught
refers to real problems and real people.
3) Simulation and modeling.
Simulation software helps to bring to the classroom real activities that would be
impossible to see without technology. By using specific simulation tools, students can
see planetary movements, how a tornado develops, or how dinosaurs lived. Modeling
software offers similar features. Instead of the static models used in previous decades,
these tools allow students to see the dynamic characteristics of models.
4) Discussion and debate boards and forums.
By using the Internet or software tools, students can create online groups, Web pages,
and virtual communities that connect them in real time with students and teachers
anywhere around the world. They can receive feedback from their teachers and share
questions and concerns about their lessons. By listening to and reading about others’
opinions and feedback, students refine their thinking, reaching higher levels of
comprehension and deeper understanding. Online communities also present the
opportunity for students to interact with others around the world.
5) Working groups.
Technology-focused education doesn’t involve a class of students learning by
themselves, staring at a book. Working groups foster group activities, discussions, and
debates, and they encourage the establishment of democratic group dynamics.
6) Coaching.
Teachers play more of a coaching role these days. They aren’t just instructors who
deliver a lesson. Rather, they support and guide student activities as coaches do. They
provide feedback and coaching to the class so that students receive the appropriate
information and academic training. Teachers guide students in developing skills in
problem solving, research, and decision-making.
7) Formative assessment.
Teachers ensure that students are learning not only the concepts, but also how to use
the technology resources they have. Technology-focused activities mostly require
critical-thinking and problem-solving skills. Teachers work as facilitators, providing
constant feedback, enabling students to achieve deeper levels of understanding.
Teaching is all about introducing students to a whole world of concepts that they
didn’t know about yet. Technology in the classroom is like a foray into modern invention
– and you get to be the expedition leader. Rather than viewing digital devices and
Internet spaces as a threat to your duties, view them as unexplored areas of growth for
both you and the young minds trusting you to show them what’s out there.
 Although many technology-based teaching methods and resources effectively
engage students and build their skills, many educators encounter difficulties when using
technology in the classroom.
Maybe a specific platform is too hard to introduce. Or maybe it won’t run on your
devices. Despite the challenges, you likely want to enjoy the benefits that education
technology can deliver.
Using the ones that best apply to you and your students, and keeping the
condensed list on your desk for quick reference, consider these 25 easy ways to use
technology in the classroom:

Offering a Unique Learning Experience

1. Introduce a Game-Based Learning Platform
An ambitious way to use technology in the classroom, you can introduce a game-
based learning platform.
Most are designed to engage students, enlivening difficult topics and subjects.
Research backs up other benefits, too. For example, video games stimulate an increase
in midbrain dopamine to help store and recall information, according to a 2014 article in
the journal of Learning, Media and Technology.
Prodigy is one, providing math content up to the 8th grade level that’s aligned
with curricula across Canada, Australia, England and the United States. Teachers can
create classrooms, track student progress and deliver custom questions through Plans
and Assignments — all for free.
2. Play Simulations
Geared to solo and group use, online simulation games can add context and real-
world applicability to your lessons.
Most simulations deal with subjects such as business and economics, which require
the player to have math skills higher than the elementary level. But it is possible to find
ones that appeal to younger students.
Regardless, as simulation programs become more advanced, they grow more
engaging by teaching students how to apply their knowledge in a greater range of
scenarios.
And, because many of these programs work on most devices, you’ll have an easy
time testing and using them.
3. Participate in a Webquest
Webquests encourage students to find and process information in engaging
contexts, adding an interesting spin to the research process.
These free online adventures could, for example, place students in the role of a
detective. To solve a specific case, they may have to collect clues — and information —
related to a curriculum topic by scouring certain sources and web pages.
You can create your own adventure, but you should find webquests through some
Google searches.
By the end of it, your students will surprised by how much research they did.
Delivering Content
4. Run a Virtual Field Trip
 If a location is out of reach due to logistical issues, you can simulate a virtual trip
by buying a Google Cardboard for less than $15.
There are apps you can use to explore famous buildings, such as the Empire State
Building, and natural phenomena, such as the Great Barrier Reef.
You may ask: “How will this connect with a learning objective?” You could visit a
foreign landmark, holding a mock conversation in that country’s language. Or, you could
study the area itself from a geographic perspective.
This can add a new, engaging element to your lessons.
5. Preview Field Trips Virtually
Similarly, you can use Google Earth to explore locations before actually visiting
them.
Let’s say your class is set to go to the Zoo. Find the location, traveling through it
using Street View to see which exhibits pique the most student interest. You can quickly
discuss what they’re looking forward to, boosting excitement levels for the trip.
Popular field trip destinations will also have websites filled with visual media you
can use to complement the preview.
All it takes is a device connected to a projector or large screen.
6. Quiet a Noisy Classroom
To make it easier to give lessons and presentations, use a tool that tracks and
displays classroom noise.
For example, Too Noisy is an accurate noise meter. You’ll likely find that — without
having to tell them — students will become quiet when the meter spikes.
This means most of them won’t be as disruptive when you give a lesson or run an
independent work activity. They may even shush each other.
In turn, you’ll have an easier time presenting content.
7. Use Videos for Mini-Lessons
You can bolster your lesson plans by using videos as stand-alone overviews for
some topics.
Also available as skill reviews and previews, there are many websites that host
teacher-made video content. TeacherTube is an example of an education-only version of
YouTube, covering core school subjects.
You can search for a specific topic or browse by category, quickly finding relevant
videos. For example, searching for “middle school algebra” will load a results page
containing study guides, specific lessons and exam reviews.
This easy way to use technology in the classroom adds a multimedia element to
your lessons, which can effectively resonate with visual learners. 
Research has shown that the use of animated videos can positively impact a child’s
development in several competence areas including memory, creativity, critical thinking,
and problem solving.
8. Co-ordinate Live Video
You don’t have to limit yourself to pre-recorded videos, as conferencing technology
can allow subject matter experts to deliver lessons.
 Whether it’s a contact from another school or a seasoned lecturer you reach out
to, bringing an expert into your classroom will expose your students to new ideas and
can lighten your workload.
You can add the person as a contact on Skype or Google Hangouts, delivering the
lesson through the program. Skype even has a list of guest speakers who will voluntarily
speak about their topics of expertise.
Ask your students to prepare questions, helping them enjoy — and fulling
participate in — this modern take on traditional lessons.
9. Play Podcasts
Playing relevant podcasts can not only supplement your lessons, but engage
auditory learners and act as a learning station.
Made by groups ranging from media giants to ordinary people passionate about a
particular subject, you can find podcasts that are:
 Interviews with the author of a book your students are reading
 Lessons about studying techniques and strategies
 Explorations of a curriculum-related topic
 Lectures from professors
For a high school course, you may want to design a project that allows students to
create and play their own podcasts.
This is one of the easiest ways to use technology in your classroom — you just need a
device with strong speakers.
10. Add Multimedia Elements to Presentations
Whereas slideshow presentations entirely made up of text can disengage students,
ones with multimedia elements can effectively hold their attention by varying content
delivery.
When applicable, try to include:
 Images
 Graphs
 Pictographs
 Podcast clips
 Sound effects
 Short video lessons
 News, movie and television show clips
You don’t have to scour the Internet to find relevant graphs and pictographs — you
can make them yourself. There are free online tools that take you through steps to input
data, adjust labels and modify your design.
It’s likely that slideshow presentations already play a part in your lessons, and adding
different kinds of media can make them more engaging.
11. Send Adaptive Content
If each of your students has a smartphone and is always on it, why not use the
situation to your advantage by delivering content through the phones?
 There are adaptive learning programs that students can access through tablets
and smartphones.
For example, ClassK12 offers grammar lessons up to 6th grade Common Core
standards. It’s made up of mobile apps that students can download onto their personal
devices. As a teacher, you can create virtual classrooms, deliver assignments and run
reports.
Delivering appropriate content through such programs may seem difficult, but the
process is usually intuitive and automated.
With Prodigy, you can deliver adaptive math content to students based on their
individual learning needs. All it takes is five minutes to get started.
12. Share an Online Class Calendar
To keep students informed regarding the content they’ll be tackling, create and
share a class calendar that details lessons and highlights important dates.
You can use a program such as Google Calendar, emailing your calendar’s
hyperlink to your students or their parents.
This not only keeps them informed, but helps you stay organized — you’ll quickly
see if you’ve set too many due dates in a short period.
And by keeping students in the loop, you’ll help them come prepared for each
class.
Helping Students Process Content
13. Use Virtual Manipulatives
When teaching and reinforcing some math concepts, students can use virtual
manipulatives in more ways than physical ones.
For example, a 6th grade geometry activity from the National Library of Virtual
Manipulatives involves using geoboards to illustrate area, perimeter and rational
concepts.
Although there are a few websites that provide these manipulatives, many
teachers regard the National Library of Virtual Manipulatives as the most versatile and
engaging. The website is made up of tasks targeted to students from pre-kindergarten
to 12th grade. So, there should be something for your class.
This method of using technology in the classroom is not only easy to run, but
appeals to hands-on learners.
14. Run Learning Stations
Learning stations are a method of both delivering a range of content and giving
students different ways to process it.
With a device at each station, you can provide videos, podcasts, slideshows and
other digital media. Students can then solve challenges to build understanding of the
material.
This can involve:
 Using virtual manipulatives
 Solving relevant problems in a computer game
 Recording their thoughts about, and responses to, a podcast
  Contributing notes to a group Wiki page, which this guide explains in a later
section
One of the best parts of this approach? It works for classes without one-to-one device
use, as students can group together at each station.
15. Provide Online Activities for Students Who Complete Work Early
Similarly, you can set up stations for students to use when they complete work
early, giving them engaging ways to further process content.
Set up a few devices that have videos, websites and educational games open.
Take time to ensure that this material is aligned with your lesson, allowing students to
delve into relevant topics.
By doing so, you’ll encourage them to wisely use every bit of class time. Even
those few minutes before the bell rings.
16. Save Time for Exit Tickets
Saving ten minutes at the end of class for exit tickets opens the door for easy
technology use.
Exit tickets can take the form of:
 Online Journal Entries — Using an online notepad, students can write a journal
entry to summarize what they learned.
 Slideshow Comments — Sharing copies of slideshows from the day’s lesson,
students can make comments through PowerPoint or Google Slides to review and
expand on important points.
 Tweets — In 140 characters or less, students can summarize the most important
point they learned in class. You can easily see what they wrote by asking them to
use a class-exclusive hashtag.
Exit tickets are not only quick from a student perspective, but you should find them
easy to introduce and oversee.
17. Use Twitter Hashtags to Take Questions
Just as you can use a class-exclusive hashtag for exit tickets, you can use it to
take questions throughout the day.
By inputting the hashtag in Twitter’s search bar, you can display the feed on a
screen during class or check it periodically on your device. You can choose to answer all
the questions at once, or as they pop up.
Either way, you don’t want to see an empty feed. Encourage students to ask
inquiry questions, as well as specific ones related to lessons, presentations, homework
and more.
This use of technology can be especially beneficial for introverts, who may not be
comfortable asking questions in front of the class.  
18. Study, Review and Critique Content on Web Pages

Here’s a technology-focused spin on notetaking: Find a web page with content

reflecting or related to your lessons, and get students to make notes directly on the
page.
 Using a program such as Bounce, you can create an interactive screenshot of any
page just by inputting its URL. When students open the screenshot, they’ll see
commands to create notes, feedback and other edits.
In classrooms with one-to-one device use, students can do this individually.
In classrooms without one-to-one device use, you can make it a group activity.
Ask each group to make notes and feedback aimed at improving the web page’s content.
Once each group is done, compare the edits to see which group improved the page the
most.
Who knew writing notes could be so engaging?
19. Use Online Mind Maps for Class Brainstorms
A digital take on brainstorming, there are websites you can use to create clear and
detailed mind maps faster than written ones.
For example, many teachers use MindMeister, as its features are designed for
students and educators. Put the program on a screen that everyone can see. Work with
your students to brainstorm ideas as a way to reinforce lessons or launch a problem-
based learning exercise.
It should only take a few minutes to set up this kind of classroom technology.
20. Gather Student Feedback
To encourage student input about content-processing activities, create and
distribute surveys.
In a few minutes, you can create forms and polls using applications such as:
 Socrative
 Google Forms
 SurveyMonkey
 Poll Everywhere
Students can give responses through personal or classroom devices, giving you
insight about the activities they prefer.
Based on the results, you may find an easy way to improve lessons. This could even
involve using new technologies in the classroom.
Allowing Students to Create Products
21. Launch a Wiki Page for a Collaborative Assignment
Collaboration doesn’t have to take place face-to-face, as you can give group
assignments focused on creating a wiki page.
There are many programs you can use to create wiki pages, which are web pages
that different people can edit.
As a project, students can create one about a relevant topic. This process
inherently encourages collaboration — students must contribute their own content to the
page, editing and refining each other’s work.
This version of a group paper may also prove to be more engaging than its classic
counterpart.
22. Set Up Student Blogs
 Blogging can be a creative outlet for students, lending itself especially well to
language arts classes and other writing-heavy subjects.
There are free templates and comprehensive privacy settings on platforms such as
WordPress, which you can use to host each student’s blog.
As for the products they can create? Some popular options are:
 Poems
 Short essays
 Diary entries from the perspective of a historical figure or character from a novel
Blogging takes some time to set up, but — once you’re rolling — it’s one of the
easiest ways to introduce and use technology in the classroom.
23. Offer Open-Ended Projects
When it comes time to start a new project, give students a list of options to choose
from. This way, you can appeal to their distinct learning styles and they can effectively
demonstrate their knowledge.
The projects can involve:
 Designing web content
 Putting together ebooks
 Creating original artwork
 Composing musical tunes
 Crafting multimedia products
Students can use widely-accessible software to complete these projects, which you
may want to provide on classroom devices.
This way, you can dedicate in-class time to project work while giving students some
autonomy over how they use technology in school.
24. Use Online Sign-Ups
When it comes time for students to deliver presentations, using digital signup
forms is an easy way to incorporate technology.
Like sharing a class calendar, send students a link to a survey. It should just
contain a list of dates to choose from, so they can schedule a presentation time that
works for them.
They’ll likely be happy to complete the project on their own paces.
25. Base Assignments on Technology-Focused Subjects
Worried that students will find it too hard to use specific technologies when
creating products?
Instead, you can base assignments on subjects related to software and other
technology.
For example, students can write guides explaining how to use their favourite
computer programs. For a greater challenge, they can investigate and report how
certain technologies have impacted history, politics or any other subject.
They may develop a new appreciation for the technologies in question.
Downloadable List of the 25 Easy Ways to Use Technology in the Classroom
 Click here to download and print a simplified list of the 25 easy ways to use
technology in the classroom, keeping it at your desk for easy reference.
Infographic
Created by Educational Technology and Mobile Learning — an online resource for
teaching tools and ideas — below is an infographic based on this article:

Final Thoughts about Teaching Technology

Education technologies give you more ways to teach and engage students, but you
must determine the best ways to use them.
Depending on the makeup of your class, students may find some ideas and
technologies disengaging, yet won’t want to stop using others.
This list should help you find the methods and techniques that are right for you and your
students.
>> Create or log into your teacher account on Prodigy — an adaptive math game
that adjusts content to accommodate player trouble spots and learning speeds. Aligned
to US and Canadian curricula, it’s loved by more than 1.5 million teachers and 90 million
students.

How to Support Home Learning in Elementary Grades

A first and second grade teacher shares his home learning plan for his students
and how he is engaging their families.
Like me, you’re probably now being inundated with emails, links to resources, and
social media shares offering free access to educational programming for home learning.
You’re also juggling directives and restrictions from your district, administration, and
technology department. Your students’ families are scrambling to figure out working
from home, child care, and what supplies they may need while awaiting information
from you and the school about home learning. And you’ve got your own life and family
to take care of.
Know that nearly every educator is in the same boat. As a result, the educational
community is focusing—a huge professional learning community—on the goal of
providing our students with activities they can do to continue to love learning and not
lose that spark we’ve worked so hard to nurture throughout the school year.
In the current push for online learning, it’s important to remember that some
households don’t have internet, and some don’t have laptops, tablets, or smartphones.
If they do, device management may be a huge challenge for families—the adults may
need to use the only device they have to do work from home.
Jumping Into Home Learning
Communication that builds community should be where you start. Reassure your
students and their families that you’re in this together and that you’ll provide options for
them to continue learning in the coming weeks. Treat this like a new school year: Send
home communication for the adults and students to help ease fears.
Here’s the first email I sent to my students’ parents and guardians when my
school closed: “Dear Families, I’ll be in touch soon with more information about home
learning, including fun ways to keep your children engaged and focused on exploring life
around them, albeit at home, and not lose that spark of curiosity and learning we’ve
worked so hard at developing up to this point in the school year. But that can wait a bit
—first and foremost please take this time to take care of your family’s needs. Hopefully
you can find ways to reconnect as a family and still manage all the things you need to
do professionally and personally.”
I followed up with a short video directed at my students to reassure them there will be
some familiar and fun activities coming their way—I have found that watching a video of
their teacher can help ease students’ fears. And students will have fears about the
coronavirus, so I shared a handbook for young kids from Amanda McGuinness, the
Autism Educator, to help explain the coronavirus.
Creating a Sense of Familiarity
Next up is sharing a classroom plan for how learning will take place. One of the
challenges is to find a way to provide assurance, support, routines, and familiarity.
Let’s take a look at some ways you can take your current classroom routines and
send them home. If you do a morning meeting, reflect on the elements you have in your
meeting and what could be completed virtually at home. If technology allows, record
and share daily video announcements and story read-alouds.
I’m going to use Seesaw for two-way communication. Communicate often—
students will find comfort in seeing your face and hearing your voice. Record at school if
you can, so they see a familiar setting. Have students share a photo or video of a toy,
hobby, collection, stuffed animal, pet, or favorite book—students can share only with the
teacher using Seesaw, not with each other, but teachers can create a blog to choose
what gets shared with the whole class.
Dig out all your ideas for building a responsive classroom from the beginning of
the year—I use The First Six Weeks of School—and see what you can use virtually to
strengthen the learning community.
When you send work home, include daily SEL prompts for your students to reflect
on, ideally one for the beginning and end of their day.
Possible SEL check-ins:
 How are you doing?
 What have you done today that was fun, and why was it fun?
 What’s your internal weather?
 Roses and Thorns
Get your students communicating with their peers. If technology doesn’t allow, create
pen pals or other paper-and-pen activities by sending home envelopes, paper, and
stamps if your school is able. Or mimic “turn and talk to a neighbor” by setting up phone
pals where students call each other on the phone several times a week to discuss
specific topics or prompts. Perhaps send home a link to a virtual field trip.
Just as you would in your classroom, be sure to have some individual communication
with your students. If time allows, send a personal email, message, or video check-in,
especially for students who may have a more difficult transition.
Getting Started on Academics
When you begin work on academic content, I would focus on no new material at
first and keep it simple. Start with something successful and build from there. Send
activities to students that they can feel confident in completing while they navigate
working from home. Review topics are good, especially as your families figure out the
technology aspect. We should remember the amount of pressure on families right now,
and have realistic expectations about what can be achieved due to juggling work, child
care, siblings, illnesses, and caring for extended family.
 We all want the best for our students, so let’s keep things in perspective. While
students will be challenged, they will be learning more about technology, problem-
solving, working together, and communicating, as well as any academic concepts we can
integrate into our plans.
In the big picture, we’re talking about a few weeks to a month or two over the
course of a 13-year educational career. While we should try to provide activities that are
as meaningful as possible, we should also remember that on short notice we can’t switch
seamlessly to online learning and tackle everything we wanted to do, especially when
many of us and our students and families have limited experience utilizing these
technology tools.
It’s OK to give ourselves time and permission to figure this out. Please realize
home learning will be different, and that’s OK too—it will be hard, and it won’t replace
interacting face-to-face. But we can work to set up home learning activities that we hope
our students will use to keep their love of learning alive.
Using Technology to Enhance Teaching & Learning
Technology provides numerous tools that teachers can use in and out of the
classroom to enhance student learning. This page provides an introduction to some of
the most common. 
Faculty members should consult SMU's office of Academic Technology Services,
which provides many kinds of support, including hands-on training in using classroom
technology. (Click here for classroom-specific information about the setup in many
campus buildings). SMU's STAR (Student Technology Assistant in Residence) Program is
also available to help with short-term instructional technology projects.
There are also numerous on-line resources about using technology to enhance
teaching in a number of different ways.  For example, Teaching with Technology 2, from
the Learning Technology Consortium, offers 17 peer-reviewed essays on using different
kinds of educational technology, and the book can be downloaded for free. MERLOT is a
huge, peer-reviewed, multi-disciplinary resource for learning and online teaching. Here's
a curated list, from About.me to Zotero, of free online tools that you can use in your
teaching.
I had never been to an "unconference" before, but when I heard the organizer of
SocialEdCon Unconference introduce the event, I knew I was in for something new:
"Write your ideas that you want to discuss on the top of the poster board. Each of
you can look at all of the ideas and put check marks beside the ones that interest you,
and then that will drive the topics that we discuss today."
I leaned over to my husband, Brad Flickinger, an "unconference expert," and
whispered that I'd love to learn more about educating teachers about technology. He
told me to go up and write it down. Fifteen minutes later after the milling crowds of
educators thinned out from around the poster boards, I saw my idea surrounded by
checkmarks. The organizer announced that Teaching Teachers about Technology would
begin in five minutes on the right side of the room, and could the person who wrote the
idea down please moderate and share at that session.
I was here to learn from others -- not lead a session -- but I jumped into the deep
end of the pool of unconferencing.
As the Director of Instructional Technology for the Poudre School District in Fort
Collins, Colorado, I'm responsible for the professional "technology" development of
nearly 1500 teachers. Teaching teachers about technology is the main responsibility of
my job, and finding new ways to support teachers is always on my radar.
 What I loved about the unconference is that I had the opportunity to share some
of the great ideas we have in place at our district; but more importantly to me, I was
able to learn from others and hear about their great ideas that I could modify and use
within my own district.
What Did I Share?
Currently, our teachers attend five days of professional tech development every
three years, during which they learn about Google apps and other web 2.0 interactive
tools. I shared some of the most effective practices for finding ways to teach teachers!
1) Show, don't tell.
Our technology tech trainers create three-minute video podcasts that show
teachers in action using the new technology at the front of their classrooms. We also
include pictures of the lesson plan, rubrics and students' work at the end and link it to
the state standards so that new teachers can easily steal ideas. Here's the link so you
can steal ideas, too:
2) Teach with TV.
Each month, tech trainers produce an in-depth, 20-minute tech show which
features our new technologies being used in the classroom. These shows are broadcast
on our local TV station, but are also on-demand so that teachers, parents and students
can search them on our website. Check out all of last year's shows:
http://epresence.psdschools.org/1/Page/Published/5.aspx
3) Be "liked."
We created a Facebook account, TeachTechPSD, where we post weekly updates on
new technology, pictures of classes using tech and other fun things we are learning
about. When teachers come to training with us, we ask them to "like" us so that, when
they check their own accounts, they will quickly see what we are up to. Facebook is
currently blocked in our district and on teacher computers, but we found that teachers
were very willing to check us out after hours!
4) Chirp about your accomplishments.
Our Twitter handle is @TeachTechPSD, and we tweet twice a week about timely
information that teachers need. One great example was during the final week of school,
when we tweeted about how to put their school email on auto-respond!
5) Blog about it.
Using Wordpress, we created a blog, TeachTechPSD, which has become the
storage vault for all our content creation. Twice a week, we write a short post that
presents a tech tip our teachers can learn in under five minutes. We also update our
blog anytime a new podcast is posted or a new TV show is aired. It has become our one-
stop shop for most teachers wanting to keep abreast on what is happening in technology
in our district.

The Top 5 Ideas I'll Bring Back to my District

1) Have each grade level at an elementary school learn a different tech
application.
Students will gain exposure to a variety of tech tools by the end of elementary,
whereas teachers need to learn only one tech tool.
2) Host a teacher tech playground in a fun location.
Choose someplace like a restaurant or unusual business, where teachers will get
the opportunity to meet off campus and play with a variety of tech tools.
3) Create tech field trips.
Divide teachers into groups, making sure that you have a tech-savvy teacher or a
technology coach in each group. Send them out into the community to record
information about fun activities that students can do. Upon return, use that new tech
tool to create a presentation or description, and then present to the whole group.
Teachers learn not only about how to use a new tech tool, but also more about the
activities where students can participate in their community.
4) Save five minutes at the end of each staff meeting to have a teacher tech
smackdown!
Teachers have 45 seconds to share their favorite app or web 2.0 tool with their
colleagues in a fast-paced, engaging way. Make sure your moderator keeps everyone's
time limit the same. Anyone who wants to learn more can always meet up with the
presenters after everybody has shared.
5) Create a virtual learning commons area.
This is a resource where teachers can go online to check out the new web tools
that are pre-screened for them.
I survived my first unconference and fell in love with the idea. I panicked over
leading the group, but I gained more than I presented . . . and isn't that what it is all
about?
6. Technology Integration Ideas For Any Content Area & Grade Level
Declining attention span as a result of increasing use of smartphones and social
media are just a few challenges teachers deal with in the modern classroom.
Children today deal with more stimuli around them than ever before. Mobile phones,
tablets, and other technology have become so intertwined with our children’s daily lives
that it’s hard to imagine keeping it out of the classroom. Even though some believe
these can be distractions, embracing technology can make learning more fun and
impactful.
Smartphones, iPads and other devices have become so intuitive for kids, it only
makes sense to harness these powerful learning tools to engage a classroom full of tech-
savvy students. And the best part? You can use these ideas in one form or another for
any student in any content area and grade level.
6 Technology Integration Ideas For Any Content Area & Grade Level
1. Create Online Polls & Quizzes
Technology can be a great platform to get pupils more engaged, even those who
usually don’t take an active part in class. Even if a pupil knows the right answer to a
teacher’s question, there is no guarantee they will raise their hand or stand up in class
to answer.
Online quizzes and polls help reach out to the more timid and shy students who
now have a chance to actively participate in class and express their thoughts.
Instantaneous quiz results are also an advantage, since most pupils who receive
immediate feedback perform better.
You can find tools to create online polls and quizzes here.
2. Interact via Video Conferencing
Skype is a great tool to help people around the world stay in touch, and in world
that emphasizes networking, you can start teaching pupils the value of cultivating
relationships. Lessons can be replaced with video calls for a chance to listen and see
other teachers and experts from the other side of the world.
You can also schedule a weekly conference call with other students from around
the globe and essentially modernize the pen-pal letter exchange, allow students to
practice their second-language skills with a native speaker, and hear real stories from
anywhere in the world.
3. Create Multimedia Projects
There is more than one way to go about a class project; encourage pupils to use a
variety of media to create comprehensive projects. Podcasts, slideshows, and short
movies are just a few ways children can get a hands-on experience with class projects,
not to mention the creativity these tools spark and the diverse range of projects your
pupils will produce.  
4. Use What’s In Their Pocket
Some schools have already started implementing the BYOD (Bring Your Own
Device) system. As more pupils bring their smartphone or tablet to class, you (your
school) should consider doing the same. If a child feels comfortable with the device, he
or she will be able to use it to their advantage and make the most out of it.
BYOD in the classroom increases student participation, encourages collaboration,
and offers an outlet for personalized instruction. Katy Independent School District, for
example, implemented a BYOD program in order to increase student engagement in
learning. The launch was incredibly successful, as their director of instructional
innovations maintained, “our usage and number of devices that are connecting have
surpassed what we thought it would.”
5. Watch & Create Video Content
According to studies conducted by The Visual Teaching Alliance, 70% of the
population are visual learners. In fact, teachers who use video in the classroom say that
their students retain more information, grasp concepts more quickly and are more
enthusiastic about the material. There are dozens of use cases: YouTube is your source
for these visual aids with an endless variety of How To videos. Choose visually-engaging
videos that offer a step-by-step breakdown so kids can catch on easily and refer back to
the video if necessary. TeacherTube, SchoolTube and WatchKnowLearn are other great
video-sharing websites for educators.
6. Let Them Play
Ultimately, children are children, and what child doesn’t like to play games–and
learning through play is a powerful strategy. Use interactive learning games to pique
students’ curiosity and attention, keep them interested throughout the learning process,
track their improvement, and use just the right amount of competition to push them to
improve. They will even assign themselves homework so they can beat the highest
score.
(See 50 Of The Best Video Games For Learning and 50 Of The Best Teaching & Learning
Apps In 2016 to get started.)
There are many learning platforms available where gamification is built into the
platform to encourage pupils to learn while experiencing the enjoyment of games.
ClassDojo, Rezzly and Virtual Locker are just a few of the top game-based learning
platforms — they transform ordinary classroom lessons into engaging games and quests
by incentivizing through points, badges, and awards.
Using technology in the classroom is vital in the age of the tablet and the iPhone;
teachers must employ as many relevant platforms as they can to draw kids’ attention
and keep them interested. However, technology can also increase student participation
and productivity while helping them acquire real-world experiences and skills. If our
children turn to mobile phones and the internet, there’s no reason we shouldn’t utilize
these tools to help them achieve more.
Using his 15 Years of Primary School experience which includes 5 years as a
Deputy Headteacher, Simon Blower is now working as COO for Pobble, a site that he co-
founded. Pobble is a platform that shares and celebrates children’s writing with the
world. 
Today the technology is more advanced and there are more options to choose
from for teaching an online course, but the basic issues are the same when it comes to
accessibility. We need to make sure that the screen readers of students who are blind or
have a reading-related disability can access content in a text-based  and structured
format; that content is accessible by using the keyboard alone since assistive technology
can be used to emulate keyboard commands, but not necessarily movement of a mouse;
that videos are captioned and audio described; and that content is presented in a clear,
consistent format.
As they choose content, document formats, and teaching methods, it is important
for instructors to remember that potential students have a wide variety of characteristics
that may relate to gender, race, ethnicity, culture, marital status, age, communication
skills, learning abilities, interests, physical abilities, social skills, sensory abilities, values,
learning preferences, socioeconomic status, religious beliefs, etc.
But what does “accessible” mean with respect to an online course? According to
the Office of Civil Rights, “accessible” means that “a person with a disability is afforded
the opportunity to acquire the same information, engage in the same interactions, and
enjoy the same services as a person without a disability in an equally effective and
integrated manner, with substantially equivalent ease of use. The person with a
disability must be able to obtain the information as fully, equally, and independently as a
person without a disability.”
There are many comprehensive resources that share accessibility checkers, legal
issues, technical guidelines, vendor-specific information, and promising practices—many
presented on DO-IT’s AccessDL and AccessCyberlearning websites. In this document I
share twenty guidelines, along with URLs of resources that provide further explanations,
that provide a good place to start when designing an accessible course. 
For course web pages, documents, images, and videos, consult Accessible
Technology, in particular, follow these guidelines:
1. Use clear, consistent layouts and organization schemes for presenting content.
2. Structure headings and lists—using style features built into the Learning
Management System (LMS), Microsoft Word and PowerPoint (PPt), PDF, etc.
— and use built-in designs/layouts (e.g., for PPt slides).
3. Use descriptive wording for hyperlink text (e.g., “DO-IT Knowledge Base” rather
than “click here”).
4. Avoid creating PDF documents. Post instructor-created course content within
LMS content pages (i.e., in HTML) and, if a PDF is desired, link to it only as a
secondary source of information.
5. Provide concise text descriptions of content presented within images.
6. Use large, bold fonts on uncluttered pages with plain backgrounds.
7. Use color combinations that are high contrast and can be read by those who are
colorblind.
 8. Caption videos and transcribe audio content.
9. Use a small number of IT tools and make sure they present content and
navigation that require use of the keyboard alone and otherwise employ
accessible practices. With respect to instructional methods, consult Equal
Access: Universal Design of Instruction. In particular, follow these guidelines:
10. Assume students have a wide range of technology skills and provide options
for gaining the skills needed for course participation.
11. Provide options for learning by presenting content in multiple ways (e.g., in
a combination of text, video, audio, and/or image format).
12. Provide options for communicating and collaborating that are accessible to
individuals with a variety of disabilities.
13. Provide options for demonstrating learning (e.g., different types of test
items, portfolios, presentations, single-topic discussions).
14. Address a wide range of language skills as you write content (e.g., spell
acronyms, define terms, avoid or define jargon).
15. Make instructions and expectations clear for activities, projects, discussion
questions, and assigned reading.
16. Make examples and assignments relevant to learners with a wide variety of
interests and backgrounds.
17. Offer outlines and other scaffolding tools to help students learn.
18. Provide adequate opportunities to practice.
19. Allow adequate time for activities, projects, and tests (e.g., give details of
project assignments in the syllabus so that students can start working on them
early).
20. Provide feedback o project parts and offer corrective opportunities.
Acknowledgments
DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to
increase the successful participation of individuals with disabilities in postsecondary
education and careers. Funding for DO-IT’s AccessCyberlearning project comes from the
NSF as part of the Cyberlearning and Future Learning Technologies program of the
Division of Information & Intelligent Systems (Grant #1550477). Any questions,
findings, and conclusions or recommendations expressed in this publication are those of
the author and do not necessarily reflect the views of the NSF. More information about
DO-IT can de found. Permission is granted to copy these materials for educational,
noncommercial purposes provided the source is acknowledged.