Teaching Technology Hub

The IDC emphasizes pedagogy before technology. Put simply, focus on learning goals first, then consider the tools. Faculty and staff are encouraged to begin by identifying their course learning objectives, and then select the academic technologies that best support those goals. Here are some factors to consider before selecting the academic technologies for your course, along with ideas for learning activities and recommended academic tools.  

The Importance of Assessment

When used with purpose, academic technologies can enrich student learning and support faculty in teaching more efficiently. However, it is important to ask the right questions before adopting a tool to ensure it meets both instructional goals and student needs.   

Understand Your Students:

Who are your students? What are their demographic characteristics? What is their level of technology literacy? Do they have reliable access to the technologies required to succeed in the course?  

Functionality:

Will the tool support the intended learning outcomes? Can the tool be scaled effectively for large classes? Is it user-friendly for both students and faculty? What resources or technical support are available to assist with its use?  

Accessibility and Security: 

Is the tool accessible to all learners? Are there costs associated with the tool? Was the tool designed with diverse learners in mind? Does the tool protect student privacy? Does it meet FERPA requirements? If you would like to submit a tool/software request to be evaluated by IT security, please visit NDSU Blackboard Request for Vendor Tool Integration and Classroom and Lab Software Installation RequestKB pages for more information.  

Academic Technology Categories:  

    Assessment  

    • Assess learning  

      • Assessment tools help instructors measure what students know, understand, and are able to do. The intent of assessments is not only to gauge the learning process, but also to improve the process.  

    • Peer Review  

      • The peer review setting in Blackboard can present an opportunity for student self-reflection, get feedback from peers, and promote peer-to-peer learning.  

    • Simulation  

      • MATLAB software is used for numerical computation, visualization, and programming. It lets users explore and visualize ideas and collaborate across disciplines including signal and image processing, communications, control systems, and computational finance. Simulink is a block diagram environment for multi-domain simulation and model-based design.  

    Communication & Integrity  

    • Promote communication  

    • Encourage academic integrity  

      • No tool can completely eliminate cheating, but some can help discourage it and support academic integrity. In addition to these tools, instructors can strengthen integrity by using evidence-based assessment methods beyond high-stakes test. Alternative & Authentic Assessment Strategies (KB 104727), such as projects, and low-stakes exams, offer effective ways to assess student learning.  

    Content Delivery  

    • Conduct synchronous live sessions  

      • Web conferencing tools support live, synchronous sessions such as classes, guest lectures, and team meetings. They allow hosts and participants to share screens, present slides, demonstrate spreadsheets, play videos, and collaborate in real time  

    • Record mini lecture  

    • Polling  

    Design

    • Create and manage courses  

      • NDSU uses Blackboard as its learning management system, providing tools to create, manage, and deliver course content and resources efficiently.   

    • Accessibility  

      • Accessibility tools help ensure every learner, including those with disabilities, can fully access course materials and learning opportunities with the right support. Creating accessible content benefits the entire learning community, not just those with specific needs. Universal Design for Learning  to learn more.  

    Engagement  

    References:

    1. A rubric for selecting active learning technologies. EDUCAUSE. (n.d.). Retrieved November 21, 2022, from https://er.educause.edu/articles/2022/4/a-rubric-for-selecting-active-learning-technologies 

    1. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 4352. https://doi.org/10.1207/S15326985EP3801_6 

    1. Rubric for e-learning tool evaluation - Western University. (n.d.). Retrieved November 21, 2022, from https://teaching.uwo.ca/pdf/elearning/Rubric-for-eLearning-Tool-Evaluation.pdf 

    1. Tool Wheel. (n.d.). Retrieved November 21, 2022, from https://tutorials.library.maastrichtuniversity.nl/Tool_Wheel/ 

    Related Resources:


    Keywords:
    Learning, Technology, Educational technologies, Blackboard, Zoom, Teams, Outlook, Journals, OneDrive, Blogs 
    Doc ID:
    122620
    Owned by:
    Sharley K. in NDSU IT Knowledge Base
    Created:
    2022-11-23
    Updated:
    2025-10-16
    Sites:
    NDSU IT Knowledge Base