Category Archives: Technology Integration

Social Media Use in Higher Education (Outline)

Here is an updated outline of my Master’s final project reviewing research on social media use in higher education (click to enlarge):


I’ve also been working on a cognitive map:

Leave a comment

Filed under Constructivist Learning, Distence Education Theory and Research, Frameworks for Guiding Technology Use, Mobile and Emerging Technologies, Research and Perspective on Technology in Education, Technology Integration

Week 6 – Technology Integration

Activity (Option A) Part 1 – Web 2.0 ebook

Here is my ebook, Web 2.0 Tools for the Classroom.


Activity (Option A) Part 2 – Evaluating Web 2.0 Tools

My Criteria for Evaluating Web 2.0 Tools for Use in a K-12 Classroom

Criteria 1: Does this tool support my lesson objectives? Does it do everything I need it to do?

I want to choose technology tools that go beyond simple substitution, towards truly redefining learning for my students. (Puentedura, 2012) I want to ensure that the tools I choose facilitate experiential, constructivist learning, which I believe to be more impactful for students. I also want to choose tools that do “double-duty”, i.e. help students enhance their literacy, media literacy, etc., simultaneously with learning the lesson material.

Criteria 2:

Can all my students benefit from the use of this tool in my classroom? Will using this tool in class serve to exclude any of my students?

I want to foster an inclusive classroom, and therefore want all the students in my classroom to be able to use the tools I choose to support their learning.

If there is a tool I really want to use in my classroom, but which not all my students have the capacity for using themselves directly, I would consider using this tool within the context of group work. This way, students who may not have the capacity for using the tool themselves would nonetheless benefit from being included in an activity that involves the application of the tool, and would also benefit from being part of a group, especially if the tool and the activity facilitate transformative learning. 

Criteria 3:

Will my students have free access to this tool? Will they be able to access it from home or elsewhere (such as at a public library)?

I believe in ubiquitous learning, which happens anytime, anywhere. Therefore, I was to use tools that would allow students to apply their learning anytime, anywhere, not just at school. To support this, I want to choose tools that students will be able to access outside of school for free (assuming they have access to the Internet). To help ensure equitable access, I would also want to choose tools that students and their family do not have to pay for to use

Criteria 4:

Can I use this tool for assessing student progress?

I want to choose tools that not only support students in their learning, but that can allow students to effectively demonstrate their learning in a way that I am able to appropriately evaluate their learning progress. Tools that allow students to create lasting media materials, for instance, which I can review and observe the production process.

Criteria 5:

Is this a tool that will inspire and engage student in learning? Is it an appropriate tool for my students’ skill level?

The WOW factor! I want to choose tools that students feel excited t o use and that makes them excited about their learning. If students get frustrated by a tool that is too difficult to you use, or that doesn’t do what it’s supposed to do, then they will loose interest in the lesson no matter how interested they may have been about the topic in general. However, I don’t want to choose tools that are too exciting and that are distracting; in other words, I don’t want my students to focus more on the tool, at the expense of the lesson.


Puentedura, R. R. (2012) The SAMR Model: Background and Exemplars. [Slides]. Retrieved from

Leave a comment

Filed under Technology Integration