Now that you have selected the technology that you will integrate into your teaching and learning, it is good practice to assess its fit beyond your learner challenge definition, to include other factors around support requirements.

A helpful framework to guide this assessment is the SECTIONS model, developed by Tony Bates and shown here. It is one of many frameworks that can help you make effective decisions about the choice and use of technology (and media) for teaching and learning.

It is important to note that while the design thinking around technology integration is learner-focused, it is also important to ensure that the tool you’ve selected is a good fit for your students, course, program and institution and the SECTIONS model can help with this.

Chapter 8 of the open textbook Teaching in a Digital Age, by the SECTIONS developer and author Dr. Tony Bates, provides a full description of the model.

The SECTIONS Model by Anthony William Bates is licensed under CC BY-NC

See also a SECTIONS planning framework out of UBC which may help provide additional details and guidance on its use.

Map your chosen technology to the SECTIONS model through thus“Map your technology to the SECTIONS model” exercise.

Once you have completed all of the steps, choose the “Export Text” button to save your work as a Microsoft Word file.

In your response to this activity, upload your exported text from the SECTIONS Model tool or provide a URL to your work’s location.


This activity is part of the Ideate section of the Technologist Module.

Example for "Using the SECTIONS Model to Evaluate a Tool":
http://extending.hjdewaard.ca/2018/05/which-tool-to-use/

Which Tool To Use?

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6 Responses for this Activity

  • Map for SECTIONS Model
    by Lynn Chartrand (@lynn_chartrand)

    I am not usually one to give much thought to SECTIONS when considering technology use in the classroom. I will usually go with what is currently available at my academic institution. SECTIONS was a great activity and has certainly given me cause to reflect on many different areas when considering which technology to implement in more… »

  • Technology creation
    by Pamela Koski Bryant (@BryantKoski)

    A lot of the students come into the program with different ideals on what they should be taught. They never know that simple technology sometimes is the best to use. We often use excel to look at and analyze our data. It is accessible to most and the most common tool used to compare data more… »

  • SECTIONS
    by Sidney (@data_professor)

    As someone who both teaches and uses technology, it is interesting to think about how it works from the student perspective and how I use it in my teaching practice.

  • Using SECTIONS to evaluate technology
    by Mel Young (@melyoung00)

    I’m not one to use the SECTIONS model often, if at all. I try to find open source or free technology for students to use. I know that approval for new technology or license purchases are a challenge. We have a Hub team member dedicated to this process – he hears what faculty want and more… »

  • Sections Analysis for Tutor Training – Payroll
    by Irene Stewart (@IrenequStewart)

    After mapping out options on paper, I decided on an onboarding video to cover types of appointments, timing and submission process followed by a timeline/check list document that explains how the software expects information to be entered. Then a series of gifs could show the basic steps for each type of appointment and how to more… »

  • SECTIONS – a reflection while Slacking
    by Helen DeWaard (@hj_dewaard)

    This response includes a full reflection on the SECTIONS framework for the use of the digital tool Slack for an online course in Critical Digital Literacy in a Faculty of Education elective course. While the use of Slack is relatively new in the education sector, it’s use in business environments is stable and growing. Using more… »

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