Instructional design in a technological world: fitting learning activities into the larger picture

With the prevalence and pressure to learn and use new technology, teachers may rush through or even avoid instructional design. This results in learners not clearly knowing what they´re going to do, how to go about doing it, or when they´ll know they have finished it. In designing and planning instruction, teachers must avoid the temptation to become so engaged in using technology that they neglect to design effective learning activities. This temptation may also cause teachers to neglect connecting the learning activities to a larger outcome. These outcomes, along with clear performance expectations (stated in advance of instruction) become the backbone of learning in any environment