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

Supporting Learning Outcomes

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Key question: Will the learning technology facilitate student achievement related to learning outcomes?

Learning technology must support learning outcomes. These outcomes may align to formal learning goals including state standards and content-related course goals. 

Learning technology also may be open-ended in design and allow students to develop transferable, 21st century skills (U.S. Department of Education, 2016). The U.S. Department of Education (2016) prioritizes students students' development of "core academic competencies" including critical thinking and problem solving and "non-cognitive competencies" such as "executive function" and cooperation (p. 8).

Selwyn (2011) presents a circumspect view of the alignment between learning theories and the actual uses of technology in education, noting "digital technologies are perhaps more commonly used as an 'information tool' than as a 'learning tool'" (p. 80). A number of researchers, however, find promise in learning technology in terms of facilitating learning as a social process (Halverson & Shapiro, 2012; Ito & Bittanit, 2009; Ito et al., 2013; Jenkins, Clinton, Purushotma, Robison, Weigel, 2006; Linn & Sawyer, 2006).

This page has paths:

  1. Learning Technology Michelle Sprouse

Contents of this tag:

  1. Order of Operations
  2. Puzzling with MS-DOS Games
  3. e-Portfolio
  4. Social Annotation