Video Notes: Considerations for choosing technology for teaching

COFA UNSW (2011) Considerations for choosing technology for teaching [Online] available at: https://www.youtube.com/watch?v=5lNMd3zRYrY (accessed 23.06.25)

What are the key skills that we want our students to learn so what are the best pedagogical ways that we can relate the information to them?

Is the technology contextually appropriate?

As visual learners, interested in creative subjects, and knowing what sort of students I am teaching (Koumi, 2013), I believe that it was the correct decision to selecting a webcast video with visual slides, as a contextually appropriate technology, to support my students to understand factual knowledge. Alternatively, I could have opted for a podcast or other secondary videos from other sources with open forums but after listening to COFA UNSW (2011) I concluded that the visual stimuli would enrich my students pedagogical learning ability, create a greater impact (Stein & Graham 2013), and allow them to problem solve independently and asynchronously. A podcast could lack the human emotion and by giving students a video to watch from a secondary source could lack the student-teacher connection and “affective engagement” (Stein & Graham 2013.pp47). REF Further to this it could lose the content control I have. The forum could be seen as being less engaging for a one-off-course and less inclusive for students with further learning needs or with English as their second language REF.

Using appropriate technology which is educationally valid to support students outcomes.

COFA UNSW (2011) Considerations for choosing technology for teaching [Online] available at: https://www.youtube.com/watch?v=5lNMd3zRYrY (accessed 23.06.25)

Koumi, J (2013)  Pedagogic Design Guidelines for Multimedia Materials: A Call for Collaboration between Practitioners and Researchers, Journal of Visual Literacy, 32:2, 85-114. 

Jared Stein, J., & Graham, C. (2020). 'Chapter 3: Blending to maximise engagement ‘ in Essentials for blended learning: a standards-based guide. New York; London: Routledge. Pp46 -58