Technology Adoption Criteria

Thinking about adopting a new technology tool for your course?

The SECTIONS model, designed by Tony Bates, provides guidance for choosing educational technology for teaching and learning. We have created a modified version based on the model used by University of Victoria.

Criterion Description Consideration
Students Will all students be able to use it? (e.g. demographics, accessibility) Check whether tool has information on its web site about how it meets accessibility standards. Quite often, a well -designed tool for education, especially if they web or computer based, are often accessible (e.g. WCAG standards etc.)However, it may not be necessary to reject a tool if a) you can adopt practices to modify the activity using the technology to be inclusive (e.g. have students use tool as a group rather than as individuals) b) options are provided to students in which they can decide whether or not to engage with the tool.

In terms of Universal Design for Learning, allowing options for choice within learning activities such that students have different options for how they can acquire information/knowledge, express what they know, and engage their interests and desired level of challenge.
Ease of Use Is it user-friendly? Can the tool be easily and quickly learned? Does it work reliably? Can the tool or platform/software be used on various devices and operating systems (PC and Apple, Android, iOS and Windows devices) Is the time required to learn and use the tool worth it in terms of supporting learning goals?
Cost What is the licensing structure? Is the cost per license or student reasonable? If rolled out across the college, would it be feasible? Consider the return on investment in terms of benefit to learning versus short-term engagement due to its novelty.
Teaching Does it contribute to goals for assessment and feedback? Does it contribute to deeper learning and critical thinking?

Does it provide formative feedback that informs you of their level of understanding?
Interaction What does it provide different options for interaction? (e.g. individual (self-paced), peer to peer, teacher to peer). Consider how the tool can support the learning requirements (e.g. content reinforcement, skills development, social interaction and engagement etc.)
Organizational Issues How much support can I expect for teachers and learners? Does the tool have potential for broader adoption across the college? A tool with the potential for broader adoption is more likely to be one that will be supported with a larger degree of expertise.
Network Access (Openess) Can learners access feedback and information after the course has ended? After they have graduated? How easily can they share or save the results of their work? How important is it for students to be able to save their work or refer back to feedback or information after the course has ended?
Security and Privacy Does the tool comply with FIPPA (Freedom of Information and Privacy Protection Act) and college policies related to security and privacy of student information? Tool should have a clear statement related to the security and privacy of user information; this needs to be in line with Algonquin policies IT05 and AA35.

Adopted from Tony Bates SECTIONs model (Bates, 2015)

Tools to Guide Integration of Technology into Your Teaching

The tools below can help you to consider and plan for how technology tools can support your learning activities.

Evaluating Technology Tools for eLearning

This rubric has been designed for instructors and staff as a formative tool to evaluate eLearning tools in higher education. It makes reference to the Community of Inquiry Framework that is commonly used to guide to design and delivery of engaging online learning.