There is no shortage of technology available for teaching and learning. Discussion tools, polling systems, interactive activities, video platforms, collaboration spaces, and AI tools can all add something useful to a course.
But more technology does not always mean better learning.
Every new tool asks learners to do something. They may need to create an account, learn a new interface, remember another password, or figure out how to submit their work. When too many tools are introduced, the technology itself can become a barrier.
A better approach is to start with the learning goal. If you want learners to share ideas, perhaps a simple discussion or polling tool is enough. If you want them to work together, a shared document may accomplish the goal without introducing an entirely new platform.
Low-stakes activities are also a great place to introduce technology. A quick poll, short practice quiz, or simple reflection gives learners an opportunity to become comfortable with a tool before they are asked to use it for an important assignment.
Artificial intelligence adds even more possibilities. AI can help instructors create practice questions, develop short scenarios, provide alternative explanations, or generate ideas for interactive activities. Learners may also be able to use approved AI tools to practice skills or explore a topic in greater depth.
The key word is approved. Before introducing any outside technology, instructional designers and faculty should consider accessibility, privacy, security, cost, and the institution’s technology policies. A free tool is not necessarily free if learners must provide personal information to use it.
Technology should support the learning experience without becoming the learning experience.
Sometimes the smartest use of technology is choosing the simplest tool that gets the job done.