7.1: Approved Technology

Criterion Overview

Technology should support learning without creating unnecessary barriers. Every student should be able to access and use the digital tools required to successfully participate in the course, regardless of ability or the assistive technology they use. Before adopting a technology tool, instructors should consider whether it is accessible, compatible with assistive technologies, and appropriate for achieving the learning objectives.

Students may access online courses using a variety of assistive technologies, including screen readers such as JAWS, NVDA, or VoiceOver, screen magnifiers, speech recognition software, refreshable Braille displays, keyboard navigation, and closed captioning. Selecting accessible instructional technologies helps ensure that all students have equitable opportunities to engage with course content and complete required learning activities.

Most educational technology vendors publish an Accessibility Statement, Accessibility Conformance Report (ACR), or Voluntary Product Accessibility Template (VPAT) describing how their products meet accessibility standards. Providing access to these statements helps students understand available accessibility features and demonstrates that accessibility has been considered when selecting instructional technology.

Using accessible technology also supports compliance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and the Web Content Accessibility Guidelines (WCAG), while aligning with district accessibility expectations.

Why It Matters

Technology barriers can prevent students from fully participating in a course. If a required application is incompatible with assistive technology, lacks keyboard navigation, or does not provide captions or alternative text support, some students may be unable to complete course activities independently.

Selecting accessible technology benefits all learners—not just students with disabilities. Accessible tools are often easier to navigate, more compatible across devices, and provide flexible options for interacting with course content. Thoughtfully selecting technology helps reduce barriers, improves the overall learning experience, and supports equitable access for every student.

What This Looks Like

A well-designed course typically includes:

• Technology tools that support accessibility and are compatible with assistive technologies.
• Links to each technology provider's Accessibility Statement, VPAT, or accessibility documentation.
• Technology selected because it supports the learning objectives and provides an accessible learning experience.
• Alternative methods for completing learning activities if an accessibility barrier exists.
• Instructor awareness of accessibility features available within required technology tools.

Students can access required technologies regardless of the device or assistive technology they use.

Design Tips

Ask yourself: Can every student independently access and use the required technology to successfully participate in this course?

✔ Review a technology's Accessibility Statement or VPAT before adopting it for your course.

✔ Include links to accessibility information for all required third-party technologies.

✔ Test new tools using keyboard navigation whenever possible.

✔ Consider how students using screen readers such as JAWS, NVDA, or VoiceOver will experience the technology.

✔ Verify that videos include captions and that interactive activities can be completed without relying solely on a mouse.

✔ Provide an alternative learning activity if a required technology cannot be used by all students.

✔ Periodically review third-party technologies to ensure they continue to meet accessibility standards and institutional requirements.