InfoTech Literacy        no  |  somewhat  |  yes

Information Literacy - Does the assignment build capacity for research, media literacy and critical thinking on the web?

Tech Literacy - Does the assignment develop tech literacy skills that could transfer to other areas?


Question Asking and Deeper Thinking        no  |  somewhat  |  yes

Question Asking: Did the assignment develop new lines of inquiry?

Deeper Thinking - Do learning activities and assessments allow students to engage in critical thinking and complex, messy (not simple) problem solving?

Creativity - Do students have the opportunity to design, create, make, or otherwise add value that is unique to them?

Metacognition - Do students have the opportunity to reflect on their planning, thinking, work, and/or progress?

If yes, can students identify what they’re learning, not just what they’re doing?


Evidence of Learning        no  |  somewhat  |  yes

Visible Thinking: Are there opportunities for students to make their thinking visible?

Actionable Information: Are there specific actions that the teacher or student can take based on that evidence?

Feedback Loop: How long does it take for the teacher or student to get the evidence?


Collaboration        (circle and/or name all that apply)

Collaborators - How are students working?

alone  |  in pairs  |  in triads  |  in groups larger than 3

If with others, with whom?

students in this school  |  students in another school
adults in this school  
|  adults outside of this school

If with others, who is managing collaborative processes (planning, management, monitoring, etc.)?

teachers  |  students  |  both

Collaborative Technologies - Are digital technologies being used to facilitate collaborative processes?

no  |  somewhat  |  yes

If yes, in which ways?

online office suite | email | texting | wikis | blogs | video-conferencing mindmapping | curation tools | project planning tool | ________


Authenticity  |  Relevancy        no  |  somewhat  |  yes

Real or Fake - Is student work authentic and reflective of that done by real people outside of school?

Contribution - Does student work make a contribution to an audience beyond the classroom walls to the outside world?


Personalization        teachers | students | both

Learning Goals - Who selected what is being learned?

Learning Activity - Who selected how it is being learned?

Assessment of Learning - Who selected how students demonstrate their knowledge and skills and how that will be assessed?

Technology Selection - Who selected which technologies are being used?


Agency        teachers | students | both

Talk Time - During the lesson | unit, who is the primary driver of the talk time?

Work Time - During the lesson | unit, who is the primary driver of the work time?

Interest-Based - Is student work reflective of their interests or passions?

no  |  somewhat  |  yes

Initiative - Do students have the opportunity to initiate, be entrepreneurial, be self-directed, and/or go beyond given parameters of the learning task or environment?

no  |  somewhat  |  yes

Technology Usage - Who is the primary user of the technology?


based on “Technology-Rich Unit Design and Classroom Observation Template, version 2” by Scott McLeod and Julie Graber