2.2: Technology Readiness

Criterion Overview

Introducing a new technology should be part of the learning process—not an obstacle to it. Before students are expected to complete a graded assignment using a specific digital tool, they should first have opportunities to learn how to use the technology through clear instructions, tutorials, demonstrations, or low-stakes practice activities.

Technology readiness is built through scaffolding. Students benefit from progressing through a sequence of orientation, guided practice, and authentic application before they are evaluated. This gradual release of responsibility helps learners develop both confidence and competence while reducing technology-related frustration and anxiety.

Providing opportunities to practice before assessment shifts the focus from learning the technology to demonstrating the intended learning outcome. When students understand how to use the required tools, they can devote their attention to the course content rather than troubleshooting unfamiliar technology.

Why It Matters

Students enter our courses with a wide range of technology skills and experiences. While some learners may already be familiar with digital tools, others may be using them for the first time. Assuming all students possess the same technical knowledge can unintentionally create barriers to learning.

Providing tutorials, guided practice, and opportunities to experiment with new technologies before they are graded allows students to build confidence while minimizing unnecessary stress. If students are struggling to use the technology, they cannot fully demonstrate what they know or can do.

Scaffolding technology skills also promote learner confidence and persistence. By introducing technologies gradually and providing opportunities to practice in a low-risk environment, instructors create a supportive learning experience that encourages experimentation, reduces anxiety, and allows students to focus on achieving the learning objectives rather than overcoming technical challenges.

What This Looks Like

Students receive support before using unfamiliar technologies for graded coursework.

A well-designed course typically includes:

• Written instructions or step-by-step guides.
• Short tutorial videos or screencasts.
• Low-stakes practice assignments.
• Sample submissions or demonstrations.
• Technology orientation activities.
• Checklists for completing technology setup.
• Opportunities to test microphones, webcams, recording tools, or other required technologies.
• Easy access to help resources and technical support.

Students are expected to demonstrate mastery of the learning—not mastery of unfamiliar technology.

Design Tips

Ask yourself: Have I given students enough opportunities to learn and practice using this technology before expecting them to use it in a graded assignment?

✔ Introduce new technologies before students are expected to use them for graded work.

✔ Provide multiple forms of support, including written instructions, videos, screenshots, demonstrations, and tutorials.

✔ Use low-stakes practice activities to build student confidence.

✔ Explain how each technology supports the learning objectives.

✔ Provide sample submissions so students understand both the technology and the assignment expectations.

✔ Introduce more complex technologies gradually throughout the course rather than all at once.

✔ Make technical support resources easy to locate whenever students encounter difficulties.

✔ Review tutorials regularly to ensure they remain accurate as technology platforms evolve.