Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
Table of Contents
Student’s needs, as described in the following chapter, should be taken account when defining the technological characteristics of digital teaching sources. Since technological factors were found to comprise a major category of problems, proper selection and/or creation of educational resources is part of the solution.
For instance, accessibility of teaching sources can be enhanced if they support multiple operating systems, they are compatible to multiple web browsers and can be presented on various devices such as computers, tablets, smartphones or even smart TVs. The web sites that provide the content should adhere to modern user interface and responsive design guidelines. The same applies for the required connectivity and data bandwidth, so that the teaching sources can adapt to the students’ internet connection speed. At the same time, teaching sources should be scalable to accommodate a large number of users simultaneously. They should be built on robust and reliable infrastructure to ensure uninterrupted access and minimize downtime.
Digital teaching sources often include various media formats like text, images, audio, and video. The digital content platform should support multiple media types and provide mechanisms for easy integration and playback.
Accessibility should be extended to students with special needs or diverse learning styles. The digital sources should comply with accessibility standards, such as providing alternative text for images, captions for videos, and compatibility with assistive technologies. Text and spoken content should be available in multiple languages either by human or machine created reliable translation.
Interactivity is a crucial aspect of digital teaching sources. They should engage students through interactive elements such as multimedia content, simulations, quizzes, and gamification. These features help promote active learning and improve student participation.
The ability to personalize content is important in digital teaching sources. They should offer adaptive learning features that can tailor the educational experience to individual student needs, providing personalized recommendations and adaptive assessments.
Digital teaching sources should provide tools for collaboration and communication between learners and educators. Features like discussion boards, chat functionality, and virtual classrooms can facilitate interaction and support group learning.
Given the sensitive nature of educational data, digital teaching sources must prioritize security and privacy. They should employ robust encryption techniques, such as SSL certification for web servers, secure data storage practices, and adhere to privacy regulations, such as GDPR, to protect students’ information.
Digital teaching sources should collect and analyze data to provide insights into learner performance, engagement, and progress. Analytics tools and reporting mechanisms help educators assess the effectiveness of their teaching methods and make data-driven decisions.
A usually overlooked technological requirement is the need of regular updates and maintenance to fix bugs, address security vulnerabilities, and introduce new features. It is essential to have a dedicated team that can ensure the platform's stability, reliability, and continuous improvement.
Understanding the role of digital technologies in education: A review
https://www.europeanschoolnetacademy.eu/
This paper is brief about the need for digital technologies in education and discusses major applications and challenges in education.
Technology platforms in distance learning: Functions, characteristics and selection criteria for use in higher education
https://www.researchgate.net/publication/290096909_Technology_platforms_in_distance_learning_Functions_characteristics_and_selection_criteria_for_use_in_higher_education
This article is dedicated to analysing e-learning platforms as a technological element necessary in any Virtual Training Environment (VTE) system.
Characteristics of Digital Learning Content, Pedagogies, and Platforms That Support Young Learners
https://learninglab.si.edu/cabinet/file/26837a23-88e2-4e41-abb2-37bf6ea7f08b/Smithsonian-SCLDA_StudentUsers-ReviewofLiterature.pdf
An analysis of existing literature and research, prepared for the Smithsonian Center for Learning and Digital Access (SCLDA).
Tech Requirements for E-Learning
https://trainingmag.com/tech-requirements-for-e-learning/
An online article discussing technologies requirements for e-learning.
Essential Technology for eLearning
https://ecampusontario.pressbooks.pub/aguideforbusyeducators/chapter/essential-technology-for-elearning/
This chapter of “Thriving Online: A Guide for Busy Educators”, provides general guidelines on technology selection and problem solving strategies for e-learning educators.