What is it?
Digital tools can be broadly described as the application of learning technologies for the enhancement of teaching, learning and assessment. Digital tools include the use of computers and mobile devices, multimedia materials, and online communication systems to support learning. At UBC, instructors have access to a vast learning technology ecosystem that includes a learning management system (Canvas), open platforms for collaboration and publishing (UBC Wiki, WordPress), and a collection of other tools, many of which are integrated into Canvas.
What are the benefits of digital tools?
- Students can study wherever they have access to an internet-enabled device.
- Students can complete course work at their own pace.
What are the challenges of digital tools?
- A varied learning technology ecosystem means students may be required to use many different learning technologies during their study, which may result in tech overload. Choose wisely!
- Course materials and environments must be designed to be inclusive and accessible to accommodate the diversity of students and learning contexts.
Considerations
With the growing use of digital tools and its growing impact on university teaching and learning, following the Covid-19 pandemic and the rise of GenAI, a significant transformation in technology usage and access has occurred. Students spend more time engaging with and consuming information on their devices, creating a demand for educational platforms that offer both flexibility and access to online course content. For instance, while some students may prefer face-to-face interactions, others might value the convenience provided by online courses.
It is important to make your intentions explicit to create an equitable learning experience for all students by:
- Considering different learning modalities (in-person, hybrid or multi-access).
- Ensuring that the use of digital tools is inclusive and accessible.
- Recognizing that students may have varying levels of technological knowledge and access.
To begin, consider the following questions:
- What is the context of my course? (number of students, their backgrounds, their experiences with online learning, etc.)
- What are the learning outcomes intended for students in my course? You can define these through questions such as: What do I want students to understand by the end of the course? How will students demonstrate, apply and share their understanding? How might the application of learning technology support the learning process?
Some of these questions will help you identify the digital learning tools you plan to use in your course while making your approach relevant and meaningful for your students. Other factors, such as student digital literacy, feedback, classroom environment, and accessibility, can positively impact student learning outcomes and your teaching practice in the classroom or in an online environment.
Where to start
As an instructor, clearly defining your expectations and intended outcomes is essential before integrating learning technology. This process is dynamic, requiring time and continuous refinement to update courses and adapt to technological changes. Before integrating learning technology, define your goals and stay flexible as needs evolve.
Different approaches can be considered when integrating digital tools into your course. The SAMR model offers a structured pathway moving from technology substitutions to transformative learning experiences. It consists of four stages—Substitution, Augmentation, Modification, and Redefinition (see Figure 1)—that progressively enhance and redefine learning tasks.
At the Substitution and Augmentation levels, technology either replaces or slightly improves traditional classroom activities, while Modification and Redefinition encourage educators to redesign tasks in ways that foster deeper student engagement and innovation. This model allows you to progressively develop more flexible and inclusive learning environments and achieve outcomes that were once unattainable.
Another model, the SECTIONS model developed by A.W. Bates and G. Poole can be useful to select a learning technology from eight different areas, e.g., the students, ease of use, costs, interaction, and security and privacy.
Consider student access, gather feedback to ensure meaningful use, and factor in class size, diverse backgrounds, and Universal Design for Learning (UDL) principles. Thoughtful integration creates an inclusive, engaging, and effective learning experience!
Go further
To explore integrating learning technologies into your teaching, consider the SAMR and TPACK models from the Taylor Institute. For a more comprehensive approach, see Effective Teaching with Technology in Higher Education by Tony Bates and Gary Poole, which draws on current research and best practices.
For support with course design, explore the Course Design Basics page and consider registering for a Course Design Intensive workshop offered by the Centre for Teaching, Learning and Technology.
To learn how to make your use of learning technology more inclusive, visit the UDL Hub – Accessibility Corner.
For guidance on UBC’s learning technology ecosystem—including tool guides, virtual drop-in clinics, and technical support—visit the Learning Technology Hub.
Faculty story
Faculty of Applied Science Department of Materials Engineering
As an engineering educator, I’ve always been interested in how digital tools can transform and deepen learning especially in subjects students often find abstract, like thermodynamics. Over the past two years, I’ve begun integrating Generative AI (GenAI) into my teaching practice: not as a replacement for critical thinking, but as a catalyst for it. One of my first steps was using GenAI to develop a question bank and visual aids tailored to course content to help students grasp abstract concepts. The process revealed both the potential and limitations of these tools, but more importantly, it sparked ideas for innovative teaching activities and prompted thoughtful dialogue with students about accuracy, bias, and how to evaluate AI-generated outputs. I also designed bonus assignments that invited students to use GenAI themselves, asking them to write both manual and AI-assisted questions and critically compare the results. The outcome? Students became more engaged, reflective, and critical of the information they encountered. I’ve found that GenAI doesn’t just support content creation—it fosters metacognitive skills and encourages students to become more discerning learners. These experiences have made me more confident in exploring emerging GenAI tools. Start small, involve your students, and see these technologies as partners in shaping how we teach, learn, and think together.
