Range of Use Self-Assessment

Metiri’s Range of Use Framework represents a viable solution by providing a vision for high-impact uses of technology in schools and digital equity while simultaneously serving as a guide for designing effective digital learning and a lens through which to evaluate progress.

The Range of Use helps teachers grapple with the question, “Which digital tools, under what circumstances, are apt to extend which aspects of learning for which students?” A digital app in a didactic  lesson design is very different from a constructivist lesson. Similarly, the complexity of a lesson as well as the authenticity can completely shift a student’s engagement, interest levels, and depth of learning. 

As educators use Metiri’s Range of Use they should consider the following:

  • The Genres:  All students should develop awareness, competency with, and confidence in using digital apps in each genre. This wide range of competencies will ensure students are positioned to use their repertoire of digital tools to solve problems, develop positions on issues, learn digital applications in the workplace, and become competent, informed digital citizens.
  • The Learning Context: Each of the following elements will dramatically alter the students’ experiences with digital apps in a genre.
    • Instruction, ranging from didactic teaching  to coaching and constructivist learning. The instructional strategies designed into a lesson can dramatically alter  the student experience with a digital tool. Experienced teachers are continually sliding across that scale as they adjust  their teaching and personalize learning to meet the needs of students. They also are aware of the skill levels of students, scaffolding at initial stages of learning or when necessary, while slowly releasing the scaffolds to enable students more choice, independence, autonomy, and experience with self-directed learning.
    • Complexity. ranging from basic skills to higher order, critical thinking. The complexity of a lesson often determines the type and combination of digital tools and resources used in a lesson.  As teachers embed the use of digital apps into lessons they should optimize the assignments to increase engagement of students by ensuring an alignment between the skill level of the student and the complexity of the assignment. They should also be aware of the cognitive overload that can result from high complexity. For example, while multimodal learning using digital video, animation, and multimedia works well for studying complex ideas, single modalities work better when students are learning basic skills. The reason is that a person’s working memory can only hold 5 to 7 ideas at once. With students studying basic skills, complex digital resources result in cognitive overload.
    • Authenticity, ranging from conceptual to real-world. Authenticity empowers the learner to apply the concepts and skills learned in the classroom to the real-world. According to experts, true authenticity is achieved when 3 elements of learning are present: disciplined inquiry, including iterative discussions among students, construction of knowledge, and products by students valued by audiences beyond the classroom. Research studies by Newmann found that, when these three elements of authenticity were implemented with fidelity, academic learning increased.
A table showing genres. Text reads. 

Genre 1: Consume/Use
•	Digital content 
•	Online research
•	Digital assessments 
•	Digital textual media 
•	Browse and search 
•	Location/GPS apps 

Genre 2: Experience/Interact
•	Adaptive assessment
•	Adaptive learning 
•	Digital advisors 
•	Learning/content management systems 
•	Serious games
•	Virtual courses/ learning 
•	Virtual worlds
•	Augmented Reality

Genre 3: Create and Produce
•	Coding 
•	Construction tools 
•	Digital content creation
•	Digital Portfolio 
•	Ebook production
•	Game creation
•	Makerspaces 
•	Mapping 
•	Media capture/production
•	Modeling Music and video tools
•	QR coding 
•	Slide presentations
•	Visualization
•	Word processors

Genre 4: Collect or analyze
•	Data export/import 
•	Databases 
•	Spreadsheets 
•	Surveys/Polls Visualization

Genre 5: Communicate
•	Blogging Email 
•	Online collaborative workspaces
•	Online communities
•	Online meeting spaces 
•	Social media
•	Texting 
•	Video conferencing 
•	Webinar 
•	Website

Genre 6: Organize and Manage
•	Digital calendars 
•	Digital clocks and timers
•	Digital curation 
•	Digital notebook 
•	Digital reminders 
•	Biometrics/Wearable tech 
•	File system 
•	Learning or content management systems 
•	Manage devices 
•	Organizer Apps 
•	Playlists Social bookmarking

The following is a self-reflection tool with associated suggestions on opportunities to leverage technology in different ways throughout your classes/courses.