Some questions about quality and equality

The issue of quality and equality of learning can, in some contexts, lend itself to more theoretical than practical discussions. But the real measures of quality and equality of learning are in the hands of learners and of instructors, facilitators and coordinators. Their direct experience in the situation gives them a unique perspective from which to ask and answer questions about how learning technologies affect them. These are some questions to ask about quality and equality of learning that can be offered by new learning technologies:

• To what extent is it appropriate for the learning task at hand?
  
  
• To what extent does this technology broaden, rather than narrow, the kinds of teaching and learning approaches that can be used?
  
  
• To what extent does it support individual learning, by permitting self-pacing, ready access, learner control?
  
  
• To what extent does it support social learning: by enabling consultation among members of a group: facilitating peer learning, supporting mentoring?
  
  
• To what extent is this technology transferable, so that once one has learned how to use it, it is useful not just in the specific learning context, but is applicable in other learning contexts, and at work, and at home?
  
  
• What advantages does it offer over other methods, for example, classroom learning or other technologies?