A Conceptual Framework of Technology for Learning and Teaching Main Menu Timeline of Experiences Criteria for Evaluation The infographic flowchart provides a series of questions to evaluate the use of learning technology. References A list of works consulted in the development of this conceptual framework

Harmful Consequences

13844 Criteria for Evaluation The infographic flowchart provides a series of questions to evaluate the use of learning technology.
Key question: To what extent does the technology and its use limit harmful consequences?

Depending on the age and maturity of students, some technological applications may not be appropriate. Planning for and helping students to manage risks is essential. Teachers should also consider student privacy. While authentic audiences may help to motivate students (Bransford, 2000), ethical teaching requires that we consider the implications of requiring students to share work publicly. 

On a larger scale, Halverson and Shapiro (2012) argue "the standardized tests adopted by states for NCLB were not designed for accountability measures" (p. 9). The consequences of misusing these high-stakes assessments can be severe for students, schools and communities. Sharing similar concerns, Slomp, Corrigan, and Sugimoto (2014) urge careful consideration at all stages of assessment design, implementation, and review for both the intended and unintended consequences of the assessment technologies. Those unintended consequences may include "narrowing curricula," in the form of remedial classes for students and state intervention in schools deemed failing by the standardized tests (Ito et al., 2013, p. 30). While educational technology can be appealing in its creation of data, that data must be used ethically and effectively to avoid harmful consequences.
 

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