|– Educators may use technology to give learners some choice about what and how they learn and continue to develop technology skills|
– They may begin to experiment with other uses of technology for learning
– Users complete projects that could not be done without technology
– Users develop information literacy and technology skills valuable for the future
– Users use technology to create, communicate, and collaborate
– Users can personalize their learning
– This model provides great examples of how to scaffold the integration of technology into teaching and learning
– Instructors can choose the level of integration that they want for their classes
|– The simple act of adding in technology, which will not necessarily enhance the course or lesson if the instructor has not done their due diligence in their planning or testing of the technology|
– This model does not identify specific learning outcomes to give some context and rationale for any change in learning activities.
– The emphasis may be only on technology and not on other important 21st century skill and self-direction
– Technology is not seamlessly integrated into the learning cycle.
– Beliefs about teaching and learning as a teacher-centered activity may not change
– Assessment practices may not change to include more formative methods
– Teachers may be unprepared to deal with a personalized learning environment
– Students may not have the skills to manage their own learning.