The Technology-Enabled Learning Implementation Handbook has been developed to assist educational institutions in adopting appropriate policies, strengthening technology infrastructure, building the capacities of teachers, helping learners to take advantage of the available technology and open educational resources (OER) for learning, and undertaking a rigorous approach to the assessment and evaluation of TEL. The objective is to provide both a systematic approach and evidence of improved learning outcomes in a TEL environment. This handbook provides a strategy to engage in a systematic process of critical thinking, decision making, implementation and reflection on TEL. It provides three questionnaires to be used for analysing the TEL infrastructure and usage by the stakeholders – teachers and students.
I think this is an important stating of the assumptions built into technology and the outcomes resulting from these assumptions and inherent biases.
"... we need to understand how the shape of information access controls the intellectual (and, ultimately, financial) opportunities of some college students. If we emphasize the consequences of differential access, we see one facet of the digital divide; if we ask about how these consequences are produced, we are asking about digital redlining. The comfortable elision in "edtech" is dangerous; it needs to be undone by emphasizing the contexts, origins, aims, and ideologies of technologies."
How tech can result in bad outcomes through external bias and social failures.
We can forget that there is more to tech than it being "just some software."
Good resource stepping through a number of stages in designing a course.