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Research paper thumbnail of Trend Analysis of Technology Integration by Teachers in India

Association for the Advancement of Computing in Education (AACE), 2016

This paper analyzes the trends in educational technology in India by conducting a content analysi... more This paper analyzes the trends in educational technology in India by conducting a content analysis of peer-reviewed journal publications over the decades. A database search for journals with keywords 'Teacher AND Technology AND India' produced 72 results. This study specifically focuses on the ways educational researchers have studied implementation of educational technology and teacher adoption of Information and Communication Technology (ICT) in Indian education scenario. There has been significant growth in the number of publications on this topic over the span of five decades. Over time, researchers have seen trends from developing indigenous media kit to implementing technology teacher training through distance education and e-learning in India. The findings suggest that there has been a consistent and speedy growth, interest, and focus towards integrating technology by teachers in Indian classrooms. Introduction:

Research paper thumbnail of A Survey to Investigate Teachers' Perspectives Toward Technology Integration in Teaching in Delhi, India

Association for the Advancement of Computing in Education (AACE), 2019

A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching a... more A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching at government schools of Delhi, India. Teachers' perspectives were measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching and learning. These variables were based on Rogers' Innovation-Decision Process (IDP) model. American India Foundation (AIF), a non-profit organization had been running its Digital Equalizer (DE) program in the government schools of Delhi since 2009. The participants of this research were the teachers of the DE schools for the academic year 2016-17. 191 teachers filled and returned the survey. Some of the major highlights from the evaluation conducted suggested that in the recent past (especially, in the last two years) a lot of the teachers received technology usage training and many started to use ICT in their teaching. Broadly, teachers were at a medium level of technological skills and knowledge and held a positive attitude toward integrating technologies in teaching. The majority of teachers had been using ICT and had decided to continue its use in the future. Schools had lent a supporting hand to teachers to continue their exploration of technological use in teaching and learning. A recommendation for further study would be to explore whether these teachers would continue the integration of technology in teaching or not without any support from third parties like private and non-profit organizations.

Research paper thumbnail of Recommendations to Policy Makers, Schools, Teachers and Researchers on Teachers' Use of ICT in Schools in Delhi, India

Association for the Advancement of Computing in Education (AACE), 2020

Introduction I conducted a survey research which explored teachers' perspectives measured in term... more Introduction I conducted a survey research which explored teachers' perspectives measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching (Sahay, 2019). These variables were based on Rogers' Innovation-Decision Process (IDP) model. The participants of this research were the teachers of the 72 Delhi government schools who were implementing American India Foundation's (AIF) Digital Equalizer (DE) program for the academic year 2016-17. The findings suggest a little over half of the teachers to have medium level of technological skills and three-fourth of them to have positive attitude, deciding to use technology, and practicing computer-based technologies on a weekly basis. The study recommends for focused teacher technological training programs and increase in technological infrastructure at schools. With these, it would ensure that teachers' knowledge and attitude advance exponentially which could lead to stronger integration of ICT in classrooms. This paper elaborates on the recommendations solicited to the Indian policy-makers, government schools, teachers and researchers based on the extensive literature reviews and survey results. This compilation of recommendations should be guiding steps for the visionaries to keep in mind while integrating ICT in school education in India. Recommendation to Policy-Makers The Millennium Development Goals (MDGs) stated that each country, in association with the private sector should make available the benefits of new technologies in education (United Nations, 2012). It falls on the policymakers of the country to highlight India's image on the global scenario of ICT in education. As per the ICT Development Index (IDI), 2017, a country's transformation to becoming an information society can be illustrated by the three-stage model which are-stage 1: ICT readiness (the level of networked infrastructure and access to ICTs), stage 2: ICT use (the level of intensity of ICTs in the society), and, stage 3: ICT impact (the results/outcomes of more efficient and effective ICT use). It is recommended to the policymakers to capture the evolution of the information society as it goes through the stages of development. India stands at 134 th position (out of 176 countries) in IDI ranking, 2017. The government really needs to work towards increasing the limited bandwidth per Internet user along with low home computer and Internet penetration rates (Measuring the Information Society Report, 2017). Use of computer-related technologies in school education has been commonly taking place for the last decade or so. In places like Delhi, access to technologies at schools has not been an issue. Private and public organizations have been working towards increasing the access of technological tools at government and government-aided schools. The policymakers need to step up to increase the number of technological tools available at schools and measure ICT usage and potential outcomes which may help in retention and learning. The government also needs to ensure uninterrupted power supply to enable proper integration of ICT into schools. Even in metropolitan place like Delhi, the problem of power cuts is frequent in the government schools. There is also a need to provide sufficient computer-related resources and Internet connectivity in all the public schools of the country. It's definitely need of the time for the government to ensure that the present generation of students get trained in use of technologies in order to be adept for their future work place requirements.

Papers by shilpa sahay

Research paper thumbnail of How mobile app developers conceive of dyslexia and what it means for mobile app users

Interaction Design and Architecture(s)

This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia ... more This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. Results suggest most developers use the word dyslexia to increase the visibility of their apps within digital distribution platforms but do not intentionally design with dyslexics in mind. Those developers intentionally designing for dyslexics often have accurate but simplistic and one-dimensional conceptions of dyslexia and, unfortunately, some also have misconceptions especially as related to the myth that dyslexia can be cured or outgrown. Although a small number of developers are collaborating with dyslexia experts to design their apps, the onus for determining the quality of most apps is left to users. Examples of curated resource repositories and evaluation rubrics for mobile apps are provided to support users in this endeavor.

Research paper thumbnail of Investigating Teachers' Perspectives Toward Ict Integration in Classrooms in Delhi, India

Research paper thumbnail of A Pilot Study on an Educational Technology Tool Learning by Undergraduate Students – Creating Digital Storytelling Videos by Using iMovie Video Editing Software

Research paper thumbnail of Trend Analysis of Technology Integration by Teachers in India

This paper analyzes the trends in educational technology in India by conducting a content analysi... more This paper analyzes the trends in educational technology in India by conducting a content analysis of peer-reviewed journal publications over the decades. A database search for journals with keywords 'Teacher AND Technology AND India' produced 72 results. This study specifically focuses on the ways educational researchers have studied implementation of educational technology and teacher adoption of Information and Communication Technology (ICT) in Indian education scenario. There has been significant growth in the number of publications on this topic over the span of five decades. Over time, researchers have seen trends from developing indigenous media kit to implementing technology teacher training through distance education and e-learning in India. The findings suggest that there has been a consistent and speedy growth, interest, and focus towards integrating technology by teachers in Indian classrooms. Introduction:

Research paper thumbnail of Instructional Design Evaluation

Evaluation sits at the center of the instructional design model. It provides feedback to all othe... more Evaluation sits at the center of the instructional design model. It provides feedback to all other stages of the design process to continually inform and improve our instructional designs. In this chapter we will discuss the Why, What, When, and How of evaluation. We will explore several of the most cited evaluation models and frameworks for conducting formative, summative, and confirmative evaluations. It is important to note that instruction can occur in formal instructional settings or through the development of instructional products such as digital learning tools. Throughout this chapter we will discuss interchangeably instructional programs and/or products. Effective evaluation applies to all of these forms of instructional design.

Research paper thumbnail of A Survey to Investigate Teachers' Perspectives Toward Technology Integration in Teaching in Delhi, India

Association for the Advancement of Computing in Education (AACE), 2019

A survey was conducted to investigate teachers' perspectives toward ICT integration in teachi... more A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching at government schools of Delhi, India. Teachers' perspectives were measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching and learning. These variables were based on Rogers' Innovation-Decision Process (IDP) model. American India Foundation (AIF), a non-profit organization had been running its Digital Equalizer (DE) program in the government schools of Delhi since 2009. The participants of this research were the teachers of the DE schools for the academic year 2016-17. 191 teachers filled and returned the survey. Some of the major highlights from the evaluation conducted suggested that in the recent past (especially, in the last two years) a lot of the teachers received technology usage training and many started to use ICT in their teaching. Broadly, teachers were at a medium level of technological skills and knowledge and held a positive at...

Research paper thumbnail of A Survey to Investigate Teachers’ Perspectives toward Technology Integration in Teaching in Delhi, India

A survey was conducted to investigate teachers' perspectives toward ICT integration in te... more A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching at government schools of Delhi, India. Teachers' perspectives were measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching and learning. These variables were based on Rogers' Innovation-Decision Process (IDP) model. American India Foundation (AIF), a non-profit organization had been running its Digital Equalizer (DE) program in the government schools of Delhi since 2009. The participants of this research were the teachers of the DE schools for the academic year 2016-17. 191 teachers filled and returned the survey. Some of the major highlights from the evaluation conducted suggested that in the recent past (especially, in the last two years) a lot of the teachers received technology usage training and many started to use ICT in their teaching. Broadly, teachers were at a medium level of technological skills and knowledge and held a positive attitude toward integrating technologies in teaching. The majority of teachers had been using ICT and had decided to continue its use in the future. Schools had lent a supporting hand to teachers to continue their exploration of technological use in teaching and learning. A recommendation for further study would be to explore whether these teachers would continue the integration of technology in teaching or not without any support from third parties like private and non-profit organizations.

Research paper thumbnail of A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

British Journal of Educational Technology, 2016

Research paper thumbnail of How mobile app developers conceive of dyslexia and what it means for mobile app users

Interaction Design and Architectures , 2016

This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia ... more This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. Results suggest most developers use the word dyslexia to increase the visibility of their apps within digital distribution platforms but do not intentionally design with dyslexics in mind. Those developers intentionally designing for dyslexics often have accurate but simplistic and one-dimensional conceptions of dyslexia and, unfortunately, some also have misconceptions especially as related to the myth that dyslexia can be cured or outgrown. Although a small number of developers are collaborating with dyslexia experts to design their apps, the onus for determining the quality of most apps is left to users. Examples of curated resource repositories and evaluation rubrics for mobile apps are provided to support users in this endeavor.

Research paper thumbnail of A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

British Journal of Educational Technology, 2017

Pavlo "Pasha" Antonenko is an Associate Professor of Educational Technology in the School of Teac... more Pavlo "Pasha" Antonenko is an Associate Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. His research interests include design and study of technology-enhanced learning environments and the use of neurotechnologies to understand the mechanisms of attention and cognition during learning. Kara Dawson is a Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. Her scholarship focuses on the ways in which educational technologies influence teaching and learning within the contexts of K-12 education and online post-secondary environments. Shilpa Sahay is a PhD student in Curriculum and Instruction with an emphasis on Educational Technology in the School of Teaching and Learning at the University of Florida. Her research interests include technology professional development and effective integration of technology in classroom teaching in South Asia and other emerging economies. Address for correspondence: Abstract This paper addresses the need for enhancing our awareness of user-centered design in educational technology through a more explicit and systematic alignment between the needs of educational technology users (learners and educators) and the affordances provided by the technology. First, we define the term "affordance" and discuss it from the perspectives of cognitive psychology and user interaction design. Next, we propose a taxonomy of functional affordances that builds on prior research and reflects the current trends in the design of educational technologies. The paper is concluded with an illustration of how explicit alignment of needs, abilities, and affordances can inform the evaluation of an educational technology designed to support dyslexic readers. The four-step framework applied in this analysis helps (a) define user needs, (b) identify a potentially appropriate technology, (c) understand the abilities the technology affords and (d) align technological affordances with the specific needs of the target users. This framework is a step toward increased recognition of the importance of user-centered design of educational technologies; it provides the needed guidance and structure for aligning needs, abilities, and affordances during the design, implementation, and evaluation of technologies for learning and teaching.

Research paper thumbnail of Trend Analysis of Technology Integration by Teachers in India

Association for the Advancement of Computing in Education (AACE), 2016

This paper analyzes the trends in educational technology in India by conducting a content analysi... more This paper analyzes the trends in educational technology in India by conducting a content analysis of peer-reviewed journal publications over the decades. A database search for journals with keywords 'Teacher AND Technology AND India' produced 72 results. This study specifically focuses on the ways educational researchers have studied implementation of educational technology and teacher adoption of Information and Communication Technology (ICT) in Indian education scenario. There has been significant growth in the number of publications on this topic over the span of five decades. Over time, researchers have seen trends from developing indigenous media kit to implementing technology teacher training through distance education and e-learning in India. The findings suggest that there has been a consistent and speedy growth, interest, and focus towards integrating technology by teachers in Indian classrooms. Introduction:

Research paper thumbnail of A Survey to Investigate Teachers' Perspectives Toward Technology Integration in Teaching in Delhi, India

Association for the Advancement of Computing in Education (AACE), 2019

A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching a... more A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching at government schools of Delhi, India. Teachers' perspectives were measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching and learning. These variables were based on Rogers' Innovation-Decision Process (IDP) model. American India Foundation (AIF), a non-profit organization had been running its Digital Equalizer (DE) program in the government schools of Delhi since 2009. The participants of this research were the teachers of the DE schools for the academic year 2016-17. 191 teachers filled and returned the survey. Some of the major highlights from the evaluation conducted suggested that in the recent past (especially, in the last two years) a lot of the teachers received technology usage training and many started to use ICT in their teaching. Broadly, teachers were at a medium level of technological skills and knowledge and held a positive attitude toward integrating technologies in teaching. The majority of teachers had been using ICT and had decided to continue its use in the future. Schools had lent a supporting hand to teachers to continue their exploration of technological use in teaching and learning. A recommendation for further study would be to explore whether these teachers would continue the integration of technology in teaching or not without any support from third parties like private and non-profit organizations.

Research paper thumbnail of Recommendations to Policy Makers, Schools, Teachers and Researchers on Teachers' Use of ICT in Schools in Delhi, India

Association for the Advancement of Computing in Education (AACE), 2020

Introduction I conducted a survey research which explored teachers' perspectives measured in term... more Introduction I conducted a survey research which explored teachers' perspectives measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching (Sahay, 2019). These variables were based on Rogers' Innovation-Decision Process (IDP) model. The participants of this research were the teachers of the 72 Delhi government schools who were implementing American India Foundation's (AIF) Digital Equalizer (DE) program for the academic year 2016-17. The findings suggest a little over half of the teachers to have medium level of technological skills and three-fourth of them to have positive attitude, deciding to use technology, and practicing computer-based technologies on a weekly basis. The study recommends for focused teacher technological training programs and increase in technological infrastructure at schools. With these, it would ensure that teachers' knowledge and attitude advance exponentially which could lead to stronger integration of ICT in classrooms. This paper elaborates on the recommendations solicited to the Indian policy-makers, government schools, teachers and researchers based on the extensive literature reviews and survey results. This compilation of recommendations should be guiding steps for the visionaries to keep in mind while integrating ICT in school education in India. Recommendation to Policy-Makers The Millennium Development Goals (MDGs) stated that each country, in association with the private sector should make available the benefits of new technologies in education (United Nations, 2012). It falls on the policymakers of the country to highlight India's image on the global scenario of ICT in education. As per the ICT Development Index (IDI), 2017, a country's transformation to becoming an information society can be illustrated by the three-stage model which are-stage 1: ICT readiness (the level of networked infrastructure and access to ICTs), stage 2: ICT use (the level of intensity of ICTs in the society), and, stage 3: ICT impact (the results/outcomes of more efficient and effective ICT use). It is recommended to the policymakers to capture the evolution of the information society as it goes through the stages of development. India stands at 134 th position (out of 176 countries) in IDI ranking, 2017. The government really needs to work towards increasing the limited bandwidth per Internet user along with low home computer and Internet penetration rates (Measuring the Information Society Report, 2017). Use of computer-related technologies in school education has been commonly taking place for the last decade or so. In places like Delhi, access to technologies at schools has not been an issue. Private and public organizations have been working towards increasing the access of technological tools at government and government-aided schools. The policymakers need to step up to increase the number of technological tools available at schools and measure ICT usage and potential outcomes which may help in retention and learning. The government also needs to ensure uninterrupted power supply to enable proper integration of ICT into schools. Even in metropolitan place like Delhi, the problem of power cuts is frequent in the government schools. There is also a need to provide sufficient computer-related resources and Internet connectivity in all the public schools of the country. It's definitely need of the time for the government to ensure that the present generation of students get trained in use of technologies in order to be adept for their future work place requirements.

Research paper thumbnail of How mobile app developers conceive of dyslexia and what it means for mobile app users

Interaction Design and Architecture(s)

This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia ... more This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. Results suggest most developers use the word dyslexia to increase the visibility of their apps within digital distribution platforms but do not intentionally design with dyslexics in mind. Those developers intentionally designing for dyslexics often have accurate but simplistic and one-dimensional conceptions of dyslexia and, unfortunately, some also have misconceptions especially as related to the myth that dyslexia can be cured or outgrown. Although a small number of developers are collaborating with dyslexia experts to design their apps, the onus for determining the quality of most apps is left to users. Examples of curated resource repositories and evaluation rubrics for mobile apps are provided to support users in this endeavor.

Research paper thumbnail of Investigating Teachers' Perspectives Toward Ict Integration in Classrooms in Delhi, India

Research paper thumbnail of A Pilot Study on an Educational Technology Tool Learning by Undergraduate Students – Creating Digital Storytelling Videos by Using iMovie Video Editing Software

Research paper thumbnail of Trend Analysis of Technology Integration by Teachers in India

This paper analyzes the trends in educational technology in India by conducting a content analysi... more This paper analyzes the trends in educational technology in India by conducting a content analysis of peer-reviewed journal publications over the decades. A database search for journals with keywords 'Teacher AND Technology AND India' produced 72 results. This study specifically focuses on the ways educational researchers have studied implementation of educational technology and teacher adoption of Information and Communication Technology (ICT) in Indian education scenario. There has been significant growth in the number of publications on this topic over the span of five decades. Over time, researchers have seen trends from developing indigenous media kit to implementing technology teacher training through distance education and e-learning in India. The findings suggest that there has been a consistent and speedy growth, interest, and focus towards integrating technology by teachers in Indian classrooms. Introduction:

Research paper thumbnail of Instructional Design Evaluation

Evaluation sits at the center of the instructional design model. It provides feedback to all othe... more Evaluation sits at the center of the instructional design model. It provides feedback to all other stages of the design process to continually inform and improve our instructional designs. In this chapter we will discuss the Why, What, When, and How of evaluation. We will explore several of the most cited evaluation models and frameworks for conducting formative, summative, and confirmative evaluations. It is important to note that instruction can occur in formal instructional settings or through the development of instructional products such as digital learning tools. Throughout this chapter we will discuss interchangeably instructional programs and/or products. Effective evaluation applies to all of these forms of instructional design.

Research paper thumbnail of A Survey to Investigate Teachers' Perspectives Toward Technology Integration in Teaching in Delhi, India

Association for the Advancement of Computing in Education (AACE), 2019

A survey was conducted to investigate teachers' perspectives toward ICT integration in teachi... more A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching at government schools of Delhi, India. Teachers' perspectives were measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching and learning. These variables were based on Rogers' Innovation-Decision Process (IDP) model. American India Foundation (AIF), a non-profit organization had been running its Digital Equalizer (DE) program in the government schools of Delhi since 2009. The participants of this research were the teachers of the DE schools for the academic year 2016-17. 191 teachers filled and returned the survey. Some of the major highlights from the evaluation conducted suggested that in the recent past (especially, in the last two years) a lot of the teachers received technology usage training and many started to use ICT in their teaching. Broadly, teachers were at a medium level of technological skills and knowledge and held a positive at...

Research paper thumbnail of A Survey to Investigate Teachers’ Perspectives toward Technology Integration in Teaching in Delhi, India

A survey was conducted to investigate teachers' perspectives toward ICT integration in te... more A survey was conducted to investigate teachers' perspectives toward ICT integration in teaching at government schools of Delhi, India. Teachers' perspectives were measured in terms of their knowledge, attitudes, decisions and practice of ICT in teaching and learning. These variables were based on Rogers' Innovation-Decision Process (IDP) model. American India Foundation (AIF), a non-profit organization had been running its Digital Equalizer (DE) program in the government schools of Delhi since 2009. The participants of this research were the teachers of the DE schools for the academic year 2016-17. 191 teachers filled and returned the survey. Some of the major highlights from the evaluation conducted suggested that in the recent past (especially, in the last two years) a lot of the teachers received technology usage training and many started to use ICT in their teaching. Broadly, teachers were at a medium level of technological skills and knowledge and held a positive attitude toward integrating technologies in teaching. The majority of teachers had been using ICT and had decided to continue its use in the future. Schools had lent a supporting hand to teachers to continue their exploration of technological use in teaching and learning. A recommendation for further study would be to explore whether these teachers would continue the integration of technology in teaching or not without any support from third parties like private and non-profit organizations.

Research paper thumbnail of A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

British Journal of Educational Technology, 2016

Research paper thumbnail of How mobile app developers conceive of dyslexia and what it means for mobile app users

Interaction Design and Architectures , 2016

This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia ... more This study surveys the landscape of 531 apps identified in a search for mobile apps for dyslexia and examines how their developers conceive of dyslexia. Results suggest most developers use the word dyslexia to increase the visibility of their apps within digital distribution platforms but do not intentionally design with dyslexics in mind. Those developers intentionally designing for dyslexics often have accurate but simplistic and one-dimensional conceptions of dyslexia and, unfortunately, some also have misconceptions especially as related to the myth that dyslexia can be cured or outgrown. Although a small number of developers are collaborating with dyslexia experts to design their apps, the onus for determining the quality of most apps is left to users. Examples of curated resource repositories and evaluation rubrics for mobile apps are provided to support users in this endeavor.

Research paper thumbnail of A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies

British Journal of Educational Technology, 2017

Pavlo "Pasha" Antonenko is an Associate Professor of Educational Technology in the School of Teac... more Pavlo "Pasha" Antonenko is an Associate Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. His research interests include design and study of technology-enhanced learning environments and the use of neurotechnologies to understand the mechanisms of attention and cognition during learning. Kara Dawson is a Professor of Educational Technology in the School of Teaching and Learning at the University of Florida. Her scholarship focuses on the ways in which educational technologies influence teaching and learning within the contexts of K-12 education and online post-secondary environments. Shilpa Sahay is a PhD student in Curriculum and Instruction with an emphasis on Educational Technology in the School of Teaching and Learning at the University of Florida. Her research interests include technology professional development and effective integration of technology in classroom teaching in South Asia and other emerging economies. Address for correspondence: Abstract This paper addresses the need for enhancing our awareness of user-centered design in educational technology through a more explicit and systematic alignment between the needs of educational technology users (learners and educators) and the affordances provided by the technology. First, we define the term "affordance" and discuss it from the perspectives of cognitive psychology and user interaction design. Next, we propose a taxonomy of functional affordances that builds on prior research and reflects the current trends in the design of educational technologies. The paper is concluded with an illustration of how explicit alignment of needs, abilities, and affordances can inform the evaluation of an educational technology designed to support dyslexic readers. The four-step framework applied in this analysis helps (a) define user needs, (b) identify a potentially appropriate technology, (c) understand the abilities the technology affords and (d) align technological affordances with the specific needs of the target users. This framework is a step toward increased recognition of the importance of user-centered design of educational technologies; it provides the needed guidance and structure for aligning needs, abilities, and affordances during the design, implementation, and evaluation of technologies for learning and teaching.