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LCD as a design principle

 
Postings 1 to 3 of 3
Mike Minions
1/13/2016 10:29:10 AM
Post #1
Is it important to consider LCD (lowest common denominator) as a design principle when thinking about classroom technology? If I can't be sure I will have an interactive whiteboard in my assigned classroom next term then I am unlikely to design my instruction to use that technology. If only one of my classrooms has a document camera then I am probably not going to think about innovative ways to use it in my teaching. We're now at the point where I can expect to have computer projection (with audio), an internet connection, and some kind of whiteboard to write or draw on in any classroom I walk into. But how do we populate enough classrooms with other technologies to get them into a 'lowest common denominator' status?
Anonymous
1/13/2016 10:35:08 AM
Post #2
Reply to Mike Minions

Mike - thank you for your comments. I think it mirrors nicely with the target audience piece of instructional design as well - the important first step. I have had teaching experiences where it makes perfect sense to use a technology (to us) but it fell flat because I (temporarily) not thinking about the learner. My 2 cents.
Anonymous
7/15/2016 1:13:41 PM
Post #3
Reply to Mike Minions

I think the best way is an 'on demand' Model where new tech is 'discovered' either by students or faculty and then dissemination is facilitated from there.  If I have a platform to share and talk about tech experiences then peer learning will do the rest....once a critical mass of demand is built up, then design decisions can be made accordingly. RW