A research-based approach for evaluating resources for transitioning to teaching online

Abstract

Purpose This paper provides a research-based approach for evaluating resources for transitioning to teaching online. Design/methodology/approach This paper uses Davies’ (2011) discussion of technological literacy; Koehler and Mishra’s (2009) Technology, Pedagogy and Content Knowledge (TPACK); Leacock and Nesbit’s (2011) Learning Object Review Instrument; and Reynolds and Leeder’s (2018) expanded notion of “technology stewardship” to underpin an approach that educators can use to evaluate educational resources for transitioning to teaching online. Findings This paper introduces and applies an approach focused on evaluating the source of a given educational resource, as well as how it can be implemented. Research limitations/implications This paper synthesizes frameworks relating to qualities of educational technologies and frameworks relating to qualities of educators, and introduces two criteria for evaluating resources for transitioning to distance learning. Practical implications This paper provides readily applicable criteria for evaluating resources in a time of emergency distance learning. Social implications This approach enables educators to evaluate resources in a time of emergency distance learning. Originality/value The synthesis of four approaches to evaluating educational technologies, and applying the approach to four resources that have emerged to address COVID-19-related instructional needs.