The first resource includes contract language used for the CSU’s Accessibility Technology Initiative Requirement used in determining product accessibility- I thought it was great to include an example of what it looks like to require an accessibility commitment from a technology company when adopting a piece of technology.
The second resource is about faculty resistance when it comes to campus-wide technology initiatives. While most faculty agree that they want technology rich digital learning environments, resistance can be met when they feel they aren’t part of the process. The article gives 4 tips on including faculty during the process, including embracing resistance, to best determine which digital tool or resource works best for the entire campus.
The third article focuses on how to make the best technology decisions from the standpoint of an educational technologist, librarian, or leader teacher. He recommends, free/low cost, items that are inexpensive and have a higher turn over rate (like Chromebooks) and focusing on the objective, not the technology when making decisions.
I, as well as many other busy educators,always appreciate guides that offer clearly defined steps (and not too many!) to completing a goal, like evaluating a digital resource. Edsurge and Educause offer several great step-by-step guides for a variety of purposes, including “What 7 Factors Should Educators Consider When Choosing Digital Tools for Underserved Students.” The Center for Digital Education offers a more thorough (and downloadable!) guide for evaluating a resource (it does require a login). All of these resources remind evaluators that the learning objectives, not the digital tools and resources, are the guiding factors in choosing a tool. Beginning with the end in mind, educators must first evaluate the learning needs and outcomes of their students before moving forward with evaluating a tool to fit those needs.