Start from the course objectives
and ask if and how technology can be used to promote those objectives.
Survey students about their
familiarity with and access to computers and software. Make sure that
all students have fair and appropriate access to the technology required
for the course.
Take into account your own
capacities. If you are not comfortable using the technology or do not
feel that you can become comfortable then you may not be able to use
it to its best pedagogical advantage.
Balance face-to-face interaction
with students with the use of technology-based instruction.
Be sure that students have
resources to help them understand the technology. These might include
online tutorials, manuals, or a bulletin board for posting questions
and answers.
Consider both technological
and non-technological options. Do not assume that a particular teaching
method must be better simply because it employs more technology, or
that technology will be too hard or unwieldy to use in your course.
Become familiar with the
technology resources on campus. Publicize the hours and locations of
campus computer labs or other facilities, in the event that students
do not have either computers or appropriate software for personal use.
Familiarize yourself with
any technology that you propose to use. Ask yourself whether your students
will already be familiar enough with the technology to operate it themselves
(if necessary), and, if not, whether it is reasonable to expect them
to learn how to use it for the purposes of your course.
Determine how you are going
to get feedback on the pedagogical and logistical success of your use
of technology.
Identify students who may
have higher levels of technological expertise, and enlist them to help
other students, if possible.
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