As you integrate emerging technology into your classrooms, in your course syllabus you should (1) communicate a list of tools that will be used and your reason(s) for using each, (2) include a list of required supplemental equipment, and (3) articulate access expectations and resources (Pacansky-Brock, 2013).
Upon entering a class, students should have an opportunity to preview the supplemental tools you plan to have them use so that students are empowered to be able to register for classes that meet their own learning styles and overall preferences (Pacansky-Brock, 2013). Students may also want to know why you are using the technologies and it is important to tell them because it illuminates the connection between learning and technology, and hearing your explanation may turn a reluctant student with little to no technology skills into a learner who is ready to try something new (Pacansky-Brock, 2013).
Most if not all planning should be done in advance of implementing a lesson, especially when teaching with emerging technologies. This is because the instructor of the course should be completely comfortable with a tool before it is implemented it into the syllabus so its usefulness can be best strategized for students in advance. Also from the students’ perspective, they want to know why they are required to use the selected tools and how the tools will enhance their experiences. Having explored the tools in advance, the instructor is able to answer all of these questions.
As emerging technologies are integrated into your classes, your course syllabus should communicate a list of tools that will be used and your reason(s) for using each, a list of required supplemental equipment, and access expectations and resources (Pacansky-Brock, 2013).
Pacansky-Brock, M. (2013). Best practices for teaching with emerging technologies. New York, NY: Routledge.