2.4: Access to Technology

Criterion Overview

Technology should expand opportunities for learning—not create barriers to participation. While digital tools can increase engagement, collaboration, and authentic learning, instructors should recognize that students have varying levels of access to devices, internet connectivity, software, and digital experience. Thoughtful course design anticipates these differences and provides students with equitable opportunities to achieve the intended learning outcomes.

When introducing a required technology, instructors should explain why it is being used and how it supports student learning. Understanding the instructional purpose helps students recognize the value of learning a new technology and increases motivation to engage with it. When students understand why they are using a particular tool, they are more likely to view it as an essential part of the learning process rather than an unnecessary requirement.

Even thoughtfully selected technologies may present challenges for some learners. Whenever possible, instructors should anticipate common technology barriers and provide reasonable alternatives that allow students to demonstrate the same learning outcomes without lowering academic expectations. Equity does not mean changing the learning objective—it means providing flexible pathways for students to achieve it.

Why It Matters

Students enter our courses with diverse experiences, resources, and levels of technology access. Some may rely on smartphones as their primary device, share computers with family members, experience unreliable internet service, or have limited access to webcams, microphones, or specialized software. These challenges can affect participation if they are not considered during course design.

Before requiring a technology, consider two questions:

• Why is this tool necessary?
• What barriers might it create for some students?

If the technology directly supports the learning objective, consider whether students have realistic access to it and whether an alternative method could allow them to demonstrate the same knowledge or skill if unexpected barriers arise.

Designing with flexibility from the beginning supports student success while maintaining high academic expectations. Providing alternative methods for completing an assignment does not reduce rigor—it removes unnecessary barriers so students can focus on demonstrating their learning. Thoughtful technology decisions help create an inclusive learning environment where all students have meaningful opportunities to succeed.

What This Looks Like

The course explains the instructional purpose of required technologies and proactively addresses common technology barriers by providing flexibility when appropriate.

A well-designed course typically includes:

• Explanations of why each required technology supports student learning.
• Technologies that are mobile-friendly and widely accessible whenever possible.
• Downloadable or low-bandwidth alternatives when appropriate.
• Multiple methods for students to demonstrate learning while meeting the same learning objective.
• Information about campus technology resources and support services.
• Guidance for students who experience technology difficulties.

Technology supports learning without becoming an unnecessary obstacle to participation.

Design Tips

Ask yourself: If a student had limited technology access, unreliable internet, or needed an alternative way to complete an assignment, could they still achieve the same learning outcomes without lowering academic expectations?

✔ Explain why each required technology is used and how it supports the learning objectives.

✔ Select technologies that are compatible with multiple devices and operating systems whenever possible.

✔ Consider students with limited internet access, older devices, or shared technology when designing technology-rich activities.

✔ Whenever appropriate, provide alternative methods for students to demonstrate the same learning outcomes.

✔ Inform students about campus technology resources, equipment checkout programs, and technical support services.

✔ Anticipate common technology challenges before assignments are due rather than responding after problems occur.

✔ Design flexibility into assignments without lowering academic expectations.

✔ Periodically review your course technologies to ensure they continue to support equitable access for all learners.