1. Follow the Proper Order of Things
Learning outcomes in technology-enhanced classrooms are best achieved by designing curriculum and instruction in the following order:

(a) determine the learning goals and objectives of a course;
(b) explore and construct appropriate teaching methods for achieving those learning goals and objectives;
(c) determine the technology tools that may best help achieve those learning goals and objectives;
(d) continuously assess learning vis-a-vis the stated goals and objectives.

2. Celebrate the Joy and Prepare for the Probable Woe
Although we believe in the power of technology to enhance and promote effective learning, we recognize that technology is in its infancy and is still under development. Problems with technology hardware and software will inevitably occur for both teachers and students. Therefore, teachers and students should

(a) work to use technology's present best capabilities;
(b) be prepared to compensate for and work around its often obvious shortcomings.

3.  Cultivate a Positive Attitude
Teachers and students will be most successful using technology if they enter a technology-enhanced learning environment with an open mind and a willingness to experiment, play with, and imagine possibilities and solutions. Although anxiety, fear, or frustration are legitimate feelings people experience when dealing with machines, teachers and students will empower themselves in a digital environment if they

(a) approach technology positively;
(b) learn how to troubleshoot their own problems to the greatest degree possible (read help screens);
(c) believe that they or some support services (on campus or online) can assist them--sooner or later.

4. There's No Shame in Seeking Support
Making a course available online or enhancing a course using technology requires a team effort.  Teachers and students need technical, pedagogical, and administrative support.  This team model differs somewhat from the past when teachers developed their courses, syllabi, and learning activities on their own.  We recommend working to design technology-enhanced courses to help teachers and students feel as self-sufficient and empowered as possible, but teachers and students should also expect to

(a) seek out additional assistance on their own;
(b) learn as quickly as possible about the many support resources available on campus and online;
(c) consider teaming with teachers or students who are prepared and willing to assist each other with the technology.

5.  Learn Technology by Doing Technology
People have many different ways of learning and many different ways of learning technology (and at differing speeds!).  Each student/teacher comes to a classroom with varying levels of skill or experience using various technologies. In addition, technologies change and expand so rapidly that no one can, in reality, "keep up." Therefore, from experience, we believe the most effective method for helping students and teachers learn to use a a particular piece of software is through immersing them in activities using technology. In general, we structure learning a technology using the following routine:

(a) provide a brief demonstration;
(b) allow students/teachers to try out the technology themselves;
(c) follow-up with one-to-one or small group support and instructions.

6.  Learning and Teaching is a Process
We don't expect perfection from teachers, students, or from ourselves.  Technology-enhanced learning is a relatively new field and we, too, are relatively new to using technology in our classrooms.  Our courses are always works in progress. We strive to

(a) develop, hone, and improve any course--whether it is technology-enhanced or not;
(b) gather constructive feedback from students and teachers;
(c) reflect on our own assessment and evaluation processes. 

Finally, we commend teachers who are content experts and participate in a course(s) on technology-enhanced instruction. By doing so, they expand and improve their own teaching possibilities--a vital aspect of continuing professionalization and validation of the scholarship of teaching and learning in educational settings.
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Published in the National Teaching & Learning Forum (May 2003): 8.