Learning Resources, Educational Technology and Digital Tools
Overview
This domain tests how to select, use and manage learning resources, including digital tools, so that they support vocational competence rather than decorate the lesson. Questions cover resource selection criteria, models for integrating technology, accessibility, copyright and maintenance.
Core rules
- Selection criteria: alignment with the outcome, accuracy, currency, safety, durability, cost, availability, accessibility, cultural relevance and copyright.
- Match the resource to the learning domain: real equipment and simulators for psychomotor skills; diagrams, models and videos for understanding; job aids and checklists for workplace performance.
- ASSURE model: analyse learners, state objectives, select methods and media, utilise media, require learner participation, evaluate and revise.
- TPACK reminds teachers to combine technological, pedagogical and content knowledge; SAMR describes substitution, augmentation, modification and redefinition, but redefinition is not automatically better.
- Digital tools include LMS platforms, videos, simulations, virtual labs, CAD, spreadsheets, mobile apps, AR/VR and online collaboration; choose the simplest tool that achieves the outcome.
- Blended delivery mixes face-to-face and online; plan for device access, connectivity, data costs and offline alternatives.
- Accessibility: captions, alt text, high contrast, readable fonts, screen-reader compatibility, keyboard navigation and multiple formats.
- Legal and ethical use: check licences, attribute openly licensed material, avoid pirated software, protect learner data and obtain consent for images.
- Maintenance: inventory, storage, calibration, servicing, safe disposal and a plan for when equipment fails.
Worked example
You need to teach learners to read a micrometer to 0.01 mm. A photograph in a handout is static and cannot show the thimble turning. A short close-up video helps learners see the scale alignment, but it cannot build the feel of the instrument. The best set is a real micrometer for every pair, a large demonstration micrometer, a short video for revision, and a worksheet of readings with answers. The teacher checks each learner's reading against a gauge block. Technology supports the demonstration; it does not replace the hands-on practice that the outcome demands.
Traps
- Using technology because it is available, not because it improves learning.
- Replacing essential hands-on practice with a video or virtual simulation.
- Ignoring connectivity, device and data constraints in the learners' environment.
- Copying images, software or videos without checking the licence.