Presentation of Content

In this unit we shall review the different concepts and terminologies in the use of
technology in our instruction defined by theories.
Let us try to know more the meaning of EDUCATIONAL TECHNOLOGY
. The word “technology” comes from the Greek word techne which means craft or art. Based
on the etymology of the word “technology”, the term educational technology, therefore, refers to
the art or craft of responding to our educational needs.
Different Concepts of Technology
 Technology as the use of gadgets, tools or equipment to perform a task expediently
 Technology as the collection of tools, including machinery, modifications, arrangements
and procedures
 Technology as the selection, development, managing and use of appropriate technological
processes and resources
 Technology as the choice of appropriate principles in the preparation and utilization of
conventional and non-conventional technology tools as well as traditional and alternative
teaching strategies.
 Educational Technology is the implementation of appropriate tools, techniques, or processes
that facilitate the application of senses, memory, and cognition to enhance teaching practices
and improve learning outcomes (Aziz, 2010)
 Educational technology is a complex, integrated process involving people, procedures,
ideas, devices, and organization for analyzing problems and devising, implementing,
evaluating, and managing solutions to those problems, involved in all aspects of human
learning. (Association for Educational Communications and Technology, 1977. The
definition of educational technology: A summary, In the definition of educational
technology, 1-16, Washington D. C.: AECT.)
 Educational technology “consists of the designs and environments that engage learners and
reliable technique or method for engaging learning such as cognitive learning strategies and
critical thinking skills.” (David H. Jonassen, et al 1999.)
 Educational technology is a theory about how problems in human learning are identified and
solved. (David H. Jonassen, Kyle L. Peck, Brent G. Wilson, 1999). As a theory, educational
technology has an “integrated set of principles that explain and predict observed events.”
 Educational technology is a profession like teaching. It is made up of organized effort to
implement the theory, intellectual technique, and practical application of educational
technology. (David H. Jonassen, et al 1999).
 Educational Technology is based on theoretical knowledge from different disciplines
( communication, psychology, sociology, philosophy, artificial intelligence, computer
science, etc.) plus experimental knowledge from educational practice (Deschryver, as cited
in Educational Technology, n.d.)
 It is viewed as a process because it involves the systematic integration of technologies and
their interrelationships, into a complex, integrated process to analyze problems and create
solutions
 Technology in the classroom is any tool a teacher uses to convey the lesson or interact with
students.
 Technology is science or knowledge put into practical use to solve problems or invent useful
tools.
 Technology is the application of scientific knowledge to the practical aims of human life.
 Technology has evolved and shaped our workplaces in many ways, through the adoption of
tools like the internet and email for communications, word processing, spreadsheets and
presentations for office productivity.
Let us try to look into some important TYPES OF TECHNOLOGY
 Information Technology. A broad class of technology based on machines that process data
and perform calculations at high speed known as computer
 Sensors- Devices that record data from their environment such as microphones, cameras and
accelerometers.
 Networks- Links that allow devices to share data. Networks are connected to networks to
create larger networks such as internet.
 Internet of Things- a term for the practice of embedding computer, sensors and networking
capabilities into everyday objects such as infrastructure.
 Robotics- an interdisciplinary research area at the interface of computer science and
engineering. It involves design, construction, operation and use of robots.
 Artificial Intelligence- it can also be termed as machine intelligence, is intelligence
demonstrated by machines.
 Superintelligence- is a hypothetical agent that possesses intelligence far surpassing that of
the brightest and most gifted human minds.

Presentation of Content
A. Functions of ICT in teaching and Learning
 1) The ICT refers, as an entity, to ICT training, much of which in a specific course is organized. The
form of education and the level of the students depend on what they know. Training trains students
to use ICT in school, job and social life.

2) ICT is used as a tool, such as in the allocation of tasks, collection of data and documents,
interaction and conduct of research. The ICT is the "assisting tool." ICT is typically used regardless
of the issue.

3) ICT as an apprenticeship device. This refers to ICT as a teaching and learning tool for teaching
and learning by themselves.

4) ICT as a planning and controlling tool for schools.

B. Roles of ICT in Teaching and Learning

In a research conducted by (Zoufan & Lotfi Pour, 2001). The characteristics of ICT in terms
of its role in the learning-teaching process are as follows:
a) Project solving skills: during curriculum involvement, learners come to this point so
that in non-linear, collaborative and informative situations ICT can provide teachers
with unique opportunities to solve problems.
b) Creation of the power to make decisions: the ICT environment helps learners to
choose the right audio and visual resources, as well as animation, color, time of
learning, choice of complementary sources of learning and interactions with other
study fellows during the learning and teaching process. The student will therefore be
in a position to build a sense of continuous decisions.
c) To create a sensation of curiosity and creativity among instructors; they should be
familiar with new circumstances in order to build a sense of interest among students;
so, ICT facilitates this process and serves as an educational learning facilitator.
d) In the context of the conference and the simulation method and the role play we use
discussion and conversation method and to develop certain oral and written
assessments within a virtual environment: ICT functionality allows us to refer to the
fact that ICT helps learning and instruction (Azimi & Seraji, 2011).

Topic 3. Theories and Principles in the Use and Design of Technology

Driven Learning Lessons

Learning Objectives
At the end of the lesson, you are expected to:
1. Demonstrate understanding on the principles of the cone of experience; and,
 2. Develop teaching and learning activities guided by the ASSURE, TPACK and
SAMR.

Presentation of Content
In this unit we shall review the different theories and principles in the use of technology
in our instruction. Take note that a strong foundation of these theories will allow us make
informed decisions about our instructional materials.
A. Dale’s Cone of Experience

Dale’s Cone of
Experience is a model that
incorporates several
theories related to
instructional design and
learning processes.
During the 1960s, Edgar Dale
theorized that learners retain
more information by what
they “do” as opposed to what
is “heard”, “read” or
“observed” (Anderson,
2017). This is similar to John
Dewey’s philosophy of
“experiential learning” or
“learning by doing”. His
research led to the
development of the Cone
of Experience. The cone is diagramed in the right.
Principles of the Cone of Experience

According to Dale’s research, the least effective method at the top, involves learning
from information presented through verbal symbols, i.e., listening to spoken words.
The most effective methods at the bottom, involves direct, purposeful learning
experiences, such as hands-on or field experience.
The cone charts the average retention rate for various methods of teaching. The further
you progress down the cone, the greater the learning and the more information is likely
to be retained.
The cone is based on the relationships of various educational experiences to reality
(real life), and the bottom level of the cone, "direct purposeful experiences," represents
reality or the closest things to real (concrete).
 The opportunity for a learner to use a variety or several senses (sight, smell, hearing,
touching, movement) is considered in the cone. More senses are involved at the
bottom of the cone.
The more sensory channels possible in interacting with a resource, the better the
chance that many students can learn from it.

The 11 Bands in the Cone of Experience

Now that you have known some basic but essential information about the cone of
experience, let us expound on each band of experience starting with the most abstract.
EXPERIENCE ELABORATIONS
VERBAL SYMBOLS They are not like the objects or ideas for which
they stand. They usually do not contain visual
clues to their meaning. Written words fall
under this category. It may be a word for a
concrete-object (book), an idea (freedom of
speech), a scientific principle (the principle of
balance), a formula (e=mc2)

VISUAL SYMBOLS These are no longer realistic reproduction of

physical things for these are highly abstract
representations. Examples are charts, graphs,
maps, and diagrams.

RECORDINGS, RADIO, STILL PICTURES These are visual and auditory devices may be
used by. an individual or a group. Still pictures
lack the sound and motion of a sound film.
The radio broadcast of ai actual event may
often be likened to a television broadcast
minus its visual dimension.

TELEVISION AND MOTION PICTURES Television and motion pictures can reconstruct
the reality of the past so effectively that we are
made to feel we are there. The unique value of
the messages communicated by film and
television lies in their feeling of realism, their
emphasis on persons and personality, their
organized presentation, and their ability to
select, dramatize, highlight, and clarify.

EXHIBITS These are displays to be seen by spectators.

They may consist of working models arranged
meaningfully or photographs with models,
charts, and posters. Sometimes exhibits are
"for your eyes only". There are some exhibits,
however, that include sensory experiences
where spectators are allowed to touch or
manipulate models displayed.

DEMONSTRATIONS It is a visualized explanation of an important

fact, idea or process by the use- of
photographs, drawings, films, displays, or
guided motions. It is showing how things are
done. A teacher in Physical Education shows
the class how to dance tango.
 FIELD TRIPS These are excursions and visits conducted to
observe an event that is unavailable within the
classroom.

DRAMATIZED EXPERIENCES By dramatization, we can participate in a

reconstructed experience, even though the
original event is far removed from us in time.
We relive the outbreak of the Philippine
revolution by acting out the role of characters
in a drama.

CONTRIVED EXPERIENCES In here, we make use of a representative

models or mock-ups of reality for practical
reasons and so that we can make the real-life
accessible to the students' perceptions and
understanding. For instance, a mock-up of the
parts of Earth, a solar system model, and a
model of the human body.

DIRECT PURPOSEFUL EXPERIENCES These are first-hand experiences which serve

as the foundation of our learning. We build up
our reservoir of meaningful information and
ideas though seeing, hearing, touching,
tasting and smelling. In the context of the
teaching-learning process, it is learning by
doing. Performance tasks are examples of
these experiences.

B. The ASSURE Model

ASSURE is an acronym for the six classroom procedures with the aim of helping
teachers make informed selection and use of educational technology. It highlights six classroom
procedures: Analyze learners, State objectives, Select methods, media, and materials, Utilize
media and materials, Require learner participation, and Evaluate and revise. Some educators
observed that the ASSURE model is a derivative of the Gagne’s Nine Events of Instruction.
What’s good about the ASSURE model is that it can be used as instructional guide for
planning and delivering technology-supported lessons with great focus on addressing learner
needs. This model assumes that instruction is not delivered using lecture only. It will be
especially helpful for instructors designing online courses. The model emphasizes:
teaching students with different learning styles, and
constructivist learning where students are required to interact with their environment and
not passively receive information.
Thomas (2010) described the six procedures in the ASSURE model presented in this table:

Strategy Description
1. Analyze learners General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or
social problems, socioeconomic level, and so on.
Specific entry competencies - prior knowledge, skills, and attitudes. Learning styles -
verbal, logical, visual, and so on.
2. State objectives / The learning outcome may be primarily: Cognitive, Affective, and Psychomotor / Motor
learning outcomes Skill

3. Select / modify Choosing and using educational technology or media is a deliberate process, dependent
instructional for its success on having clear goals, and a rational and thoughtful method for matching
methods, media, characteristics with expected outcomes.
and materials Select the:
 Instructional method (e.g., a lecture, group work, a field trip, etc.) that is most
appropriate to meet the objectives for the particular group of students.
 Materials relevant to the objectives. You can create your own materials or
existing materials might be adopted and used as is or they might be adapted
with suitable modifications.

4. Utilize media and In order to utilize the media and materials listed above:
materials  Always preview the materials before using them and also use the media tools in
advance to be sure it works.
 Don't assume that technology will always work, be ready with alternative plans.
 Prepare the learners: Give the students an overview, explain how they can use it
and how they will be evaluated during the course.

5. Require learner  Use strategies to get all students actively and individually involved in the lesson.
participation  Incorporate questions and answers, self-assessments, discussions, group work,
hands-on activities, and other ways of getting students actively involved in the
learning process.
 Make sure that all students have opportunity to engage in the learning activities.
 Focus on student learning as opposed teaching them.
 Provide opportunities to manipulate the information and allow time for practice
during the demonstration of the skill.

6. Evaluate and revise  Involve evaluation student performance, media components and instructor
performance.
 Reflect upon the stated objectives, the content, the instructional strategy,
motivational strategies, the learning activities, the assessment, the time
available to the students to study the content, and determine if they were
effective or revise them until your students become successful learners.

C. Technological Pedagogical Content Knowledge (TPACK)

 When mastery of educational technology has established itself as an essential
competency for teachers, it first referred to the conventional instructional materials used in the
classroom. In the dawn of the 20th century, our system of education has been influenced by
advanced technologies like computer and the internet. Today, not only the materials we use in
the classroom are influenced by technology but technology was able to introduce paradigm shifts
in our methods of delivering education. In this premise that teachers aren’t trained not only with
their pedagogical skills but also how they can effectively integrate advance technologies in their
lesson. In other words, technology made its attachment to the educational system indispensable.
Indispensable that may educators and researchers attempted to define, describe, and formalized
technology integration. In 2006, Punya Mishra and Matthew J. Koehler of Michigan State
University introduced Technological Pedagogical Content Knowledge (TPACK) framework.
TPACK is the most commonly used technology integration model among educational
researchers (Kimmons, 2018). The objective of TPACK is to offer teachers with a framework
that is useful for understanding the role of technology in the educational process. In essence,
TPACK argues that educators work with three types of core knowledge on a daily basis:
technological knowledge, pedagogical knowledge, and content knowledge.
Content knowledge is knowledge of one's content area such as science, math, or
social studies.
Pedagogical knowledge is knowledge of how to teach.
Technological knowledge is knowledge of how to use technology tools.
These three domains of knowledge, however, interrelate with and build on each other in
imperative and complicated ways. For example, if you are Grade 10 Science Teacher, you are
expected to have a full understanding of the topics in Science 10. That is, you should know the
content you will be teaching. But its not all about what you know but you should be able to
deliver your content effectively to your learners --- that requires a strong foundation in
pedagogy. Teaching strategies in science are very different from teaching other subject areas.
When we merge content knowledge and pedagogical knowledge together, a hybrid domain
emerges called Pedagogical Content Knowledge (PCK).
Another hybrid is Technological Content Knowledge (TCK). This describes teachers’
practical knowledge of how content can be delivered using technology. However, TCK also
involves the ability of teachers to make decisions on which specific technological tools might be
best suited for specific subject matters, learners, and classrooms.
Meanwhile, technology and pedagogy combine to describes teachers’ understanding of
how particular technologies can change both the teaching and learning experiences by
introducing new pedagogical innovations. This is Technological Pedagogical Knowledge
(TPK). For example, games are known strategies to boost the interest of our learners to a topic.
Today, there are many educational games available online that teachers can choose from. But in
doing so, teachers should know how to integrate this technology to their art of teaching.
Ultimately, TPACK is the domain of knowledge in which technology, pedagogy, and
content intersects to generate a meaningful learning experience. Hence, educators need to know
that simply using technology in a classroom is not adequate to yield legitimate meaningful
technology integration. Teachers must instead recognize how technology, pedagogy, and content
knowledge interrelate with each other to create and design a learning experience that is
meaningful for students.
In summary, all of the stages in the SAMR deal with technology use that functionally
improves what is happening in the classroom. This model is helpful for preservice teachers and
even to those who are already in the field to consider the question: what effect is using the
technology having on my practice? If the technology is simply substituting previous practice,
then it is a less meaningful use of technology. Whereas technology use that transforms or
redefines classroom practice is considered to be more valuable.

D. The SAMR Model of Technology Integration

The SAMR Model is a framework for technology integration created by Dr. Ruben
Puentedura in 2013. It classifies four different degrees of technology integration in education.
The acronym "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition.
Unlike TPACK, this framework presents graduations on how technology is used by teachers in
the classroom. These graduations can typify teachers on how effective they are in technology
integration.

Source: Schoology.com, 2013

In the model, substitution and augmentation are considered "Enhancement" steps, while
modification and redefinition are termed "Transformation" steps. You can understand this
through a cooking analogy. If you add seasonings in the adobo’s recipe of your mother, that’s
enhancement but if you totally change the recipe, that’s already transformation.
To further understand this framework, the succeeding table from
 E. Cognitive Theory of Multimedia Learning

Dr. Richard E. Mayer developed the cognitive theory of multimedia learning in 2009
based on three main assumptions:
there are two separate channels (auditory and visual) for processing information;
there is limited channel capacity; and
that learning is an active process of filtering, selecting, organizing, and integrating
information.

The heart of the theory is the principle known as the “multimedia principle” which states
that “people learn more deeply from words and pictures than from words alone”. However,
simply adding words to pictures is not an effective way to achieve multimedia learning. The
goal is to instructional media in the light of how human mind works. This is the basis for
Mayer’s cognitive theory of multimedia learning. This theory proposes three main assumptions
when it comes to learning with multimedia (David, 2020).

1. There are two separate channels (auditory and visual) for processing information
2. Each channel has a limited (finite) capacity
3. Learning is an active process of filtering, selecting, organizing, and integrating
information based upon prior knowledge.

These assumptions imply that humans can only process a limited volume of information
in a channel (seeing or hearing) at a time, and they make sense of incoming information by
actively creating mental representations. Essentially, Mayer explains the role of three memory
stores in learning:
1. Sensory - receives stimuli and stores it for a very short time
2. Working memory – it is where we actively process information to create mental
constructs or ‘schema’
3. long-term memory – it is the repository of all things learned

Mayer’s cognitive theory of multimedia learning presents the idea that the brain does not
interpret a multimedia presentation of words, pictures, and auditory information in a mutually
exclusive fashion; rather, these elements are selected and organized dynamically to produce
logical mental constructs. Furthermore, Mayer underscores the importance of learning when new
information is integrated with prior knowledge (David, 2020).

In application to teaching, teachers must examine their design principles including

providing coherent verbal, pictorial information, guiding the learners to select relevant words and
images, and reducing the load for a single processing channel.
Topic 1. Principles for Technology Learning

Learning Objectives
At the end of the lesson, you are expected to:
 1. Identify roles of teachers and students in fulfilling the four principles for
technology learning; and,
2. Reflect on their understanding of learning educational technology; and,

Presentation of Content
Before we proceed on knowing the criteria we must look into when selecting
instructional materials, it is important you realize how you should be taught as future
“technology integrationist”. As pre-service teachers you must be able to develop a belief system
on how you must be educated in educational technology particularly in integrating advance
technologies in the classroom. By doing this, you will know what to find, ask, expect, and learn
as you go on in this course.

Hughes (2004) presented a vision for technology integration in teacher education that
develops teachers into “technology integrationists,” or teachers who thoughtfully choose to
integrate technology when it supports students’ subject matter learning. Four principles guide the
design of technology learning experiences for pre-service and in-service teachers like you to
increase the likelihood that they will become technology integrationists. The principles are

(a) connecting technology learning to professional knowledge;

(b) privileging subject matter and pedagogical content connections;
(c) using technology learning to challenge professional knowledge; and
(d) teaching many technologies.

The advantages and limitations of using these principles with preservice and in-service
teachers are discussed in the next sections taken from Hughes (2004) essay:

Principle 1: Connect Technology Learning to Professional Knowledge

Technology learning should be closely connected to teachers’ professional knowledge,

that which directs their professional activities. The explicitness of the connection cannot
be understated, for it is crucial in enabling teachers to understand conceptually the
potential for technology in their daily professional lives. A contemporary perspective
emphasizes the need for teachers to learn about technology “in context,” that is, in the
context of their subject matter and pedagogy, as opposed to a decontextualized
technology tool. They include
(a) a scaffolded connection occurring when another person (such as an instructor,
in-service facilitator, or curriculum coordinator) offers preliminary connections
for teacher-learners and
(b) a self-identified connection occurring when a teacher independently identifies
the technology-teaching connection through reflection and learning.

Explicitly making connections between technology and professional knowledge

enables teachers to conceptualize technology’s role in education in ways that potentially
will make the biggest impact on students’ learning.
Principle 2: Privilege Subject Matter and Pedagogical Content Connections

Teachers know a lot about how technology can support general pedagogy. For
example, they may use grading programs that allow students and parents access to up-to-
date information; they use PowerPoint or other presentation tools to provide visual
supports for lectures; they use word processors to write tests or create handouts.
Pedagogical uses of technology have been well-established because general pedagogical
knowledge is accessible to preservice, novice, and practicing teachers. Privileging subject
matter and pedagogical content connections is essential during initial licensure and
undergraduate education in order to enable preservice teachers to see and use
technologies for more than general pedagogical purposes.

Principle 3: Use Technology Learning to Challenge Current Professional Knowledge

Educational technology is advertised as a change agent in which learning new
technology leverages teachers’ reflections on the nature of teaching and learning during
which they access, consider, question, and eventually change their professional
knowledge and practice. This principle’s main advantage is the challenge or “cognitive
conflict” (Pressley & McCormick, 1995) that preservice, novice, and experienced
teachers may experience when introduced to new technologies that inherently reflect new
subject matter, epistemology, and/or pedagogy in the field.

Principle 4: Teach Many Technologies

The final principle emphasizes the need to teach about many different
technologies. The overall aim of teaching about educational technology is to help
teachers understand what the technologies are and how the technologies can serve
students’ learning of subject matter. To do this, teachers ultimately must understand how
the technology fits within their professional knowledge and activities. Because
preservice, novice, and experienced teachers all have very personal and different
professional knowledge that is impacted by the school context within which they work, it
is unrealistic for one or two technologies to match all teachers’ professional activities.
Therefore, to increase the likelihood that teachers may identify technologies that fit their
needs, technology-learning opportunities must include many technologies.

Topic 2. Guiding Principles for Teaching with Technology

Learning Objectives
At the end of the lesson, you are expected to:
1. Identify different principles in teaching with technology; and,
2. Evaluate the use of instructional materials by relating the guiding principles for
teaching with technology.

Presentation of Content
 Social media, online lectures, podcasts, video chats, and many technological advances are
now being used in the classroom of the 21st century. For those accustomed to the traditional
classroom, the technology may at times seem overwhelming. The following ten guiding
principles for teaching with technology serve as a resource for educators integrating technology
into any subject and to any learning delivery modalities, be it distance learning, hybrid, or
traditional face-to-face classroom. These guidelines were adapted from Brown and Stephenson
(n.d).
1. Focus on pedagogy, not technology. Start with your imagination. Initially, set aside
thoughts of particular technologies. Think first like a science fiction storywriter. Identify
how you would like to teach if anything were possible technologically. Your vision will
help others help you identify the most promising and appropriate technologies to make
your vision a reality.

2. Set expectations clearly. When teaching practices change, students need to understand
clearly how you expect them to adapt. This is especially true when introducing new
technologies to the classroom. When students’ personal computers malfunction, what are
your expectations for completing assignments? What if the campus network is inoperable
for 24 hours? For one minute? What are your expectations? What digital file format (e.g.,
PDF, Word, etc.) do you expect? What about use of computers and cell phones in class?
Does your syllabus state that you reserve the right to make changes as needed?

3. Choose high-quality over high-tech. Just because it is the newest option with the most
bells and whistles does not mean it is the best choice for your course. In some cases, and
for some professors, a piece of chalk or dry erase marker is the best educational tool.
High-tech does not work well for all courses and can be distracting and discouraging for
some students. The trick is to find what technology works best for what you are trying to
accomplish, your students, and your level of comfort. Just because a colleague is teaching
a course using a particular technology, does not mean it fits the needs of your course – be
selective and deliberate when using technology.

4. More technology requires more organization. The more technology you integrate into
your course, the more organized you should plan to be as you prepare your course.
Recognize that not all students have been exposed to the technology you are using in the
class. For much of the technology you may use, it is important to have resources
explaining the technology and how-to guides and exercises for practicing with the
technology. One idea is to have modules with quizzes at the start of the class session for
each piece of technology that will be utilized (e.g. how to navigate the online classroom
management system). Embedded videos explaining the technology can be highly
effective.

5. Accommodate before you innovate. Sometimes your preferred technologies may be

inaccessible to some students. Not all students may be able to afford laptop computers
and cell phones for use in class. Not all students may have Internet access at home. Your
 pre-recorded lecture videos may be inaccessible to students with visual or hearing
impairments. Many of these challenges have existing technological solutions. Be aware
of accessibility and accommodation concerns and consult with your campus disability
resource center, if needed.

6. Appeal to multiple styles of learning. Some students love electronic textbooks. Other
students love social media. And yet other students love online lectures. The bottom line is
that while most college students today are adept at using technology, not all students find
the same electronic resources engaging and beneficial to their learning. Therefore, it is
important to include variety in the technology you use in teaching.

7. Don’t let technology make you mechanical. Academic technologies can automate
teaching in many ways. Quizzes can be graded automatically. Email reminders and pre-
recorded content can be sent automatically. Course progression for individual students
can be managed automatically. These can be valuable time-saving innovations. Still,
students need and will expect specialized, real-time attention from their instructors as
well. Consider offering telephone and/or web-based office hours if teaching online.
8. Use technology to teach, not entertain. Show a funny YouTube® clip in your class and
you’ll probably capture the attention of your students. As a class opener or to engage
your students this can be highly effective. However, when overdone, the technology is
now entertaining, rather than teaching, your students.

9. To legitimize, you need to personalize. Cheating and plagiarism are very legitimate
concerns. Expanded use of technology in classrooms can raise these concerns. For
example, student can copy in class exams using a plain-looking pair of eyeglasses with a
high-resolution camera ($80). Personalization in different forms can help. Require
students to show photo IDs when submitting exams. Create assignments that require
students to record themselves demonstrating competency. And, of course, get to know
students’ personal concerns, achievements, and names.

10. Prepare for technology to fail. The reality is that technology does not always work. The
projector bulb may blow in the middle of an important PowerPoint® lecture, the speakers
may not work for the video clip you are trying to show, a storm may result in power
outage at the time students are supposed to be taking an online exam. We know it will
happen at some point, so it is important to be prepared with a back-up plan and to be
accommodating. Before the start of the course, think about how you may handle failure
of technology and be fair and consistent with all students.