The SECTIONS model stands for students, ease of use, costs, teaching, interaction, organizational issues, networking, and security. It was created by Tony Bates for his open source book titled teaching in a Digital Age. It is meant to be used by teachers and instructors when they are making decisions regarding the use of technological devices/mediums in the classroom. This has never been more relevant, especially in present times, since many schools are closed and have moved to online learning because if the global pandemic. Even during pre- pandemic times, students are more equipped with devices such as laptops and iPads in their classes to supplement their learning experiences. Even tech giant, Apple, markets the iPad as a "perfect learning companion" (Apple, 2020). According to Bates' (2015) professional blog, he acknowledges that there may most likely have been other media adoption frameworks prior to the SECTIONS model. However, he states that his model takes a more practical approach to implementing the appropriate technologies in a classroom.
Each of the eight elements within his model serve as criteria for media selection, and there are sub-criteria for each primary element. For example, factors that contribute to the Student element includes the school's policy surrounding the use of digital devices in a classroom setting, student demographics and the relationship between learning styles and media type (Bates, 2019, p. 463). His analysis of student demographics is based on the differences between students who can be effective independent learners versus those who may be more distracted by the technology. He also draws attention to the Universal Design for Learning, which he states would cover the learning needs of disabled students (p. 464). The term “Universal Design for Learning” has been used and applied to teaching and learning methods that cater to a wide range of abilities, especially in the field of accessibility. However, Persson et. al (2015) called it an ambiguous method because the subject of accessibility has historical and ethical depths that have yet to be explored and proven (p. 506). This is somewhat true when we look at the SECTIONS model with this lens.
Bates (2019) does not expand on how this theory could potentially help disabled students because he only mentioned disability studies by citing solutions that would help learners who have a hearing or sight impairment. This could be problematic, especially from an ableist standpoint. This model is built to cater to students who usually fall within a certain group (e.g. the status quo) and excludes those with exceptionalities. That saying, it does contain its fair share of strengths that educational technologists can learn from. The ease of use aspect is particularly important because the design and function of a particular hardware or software could affect how it is perceived and hence used, by students and their teachers. Interface design is a key subcomponent and Bates (2015) admits that simplicity is key to developing a usable, easy-to-learn product, though it is agreed that one person’s version of simple and easy may look very different from another individual’s experience based on their level of computer and information literacy (p. 470). If we work with simplicity as a key basis for developing technology, the cost of production might balance out so people can build on this literacy through more frequent access to these materials.
As for teaching and interaction elements, I believe that these two go hand-in-hand in order for the model to truly work. For example, if a student does not respond well to a type of technology, it would be the teacher’s responsibility to deliver the material in an alternate fashion. Specific student-teacher interactions may use up a lot of energy on the part of both parties (p. 493), but this is where the organizational representatives come in – supporting the teaching staff and their students by allocating the appropriate resources to their recipients (p.502). This does not, by any means, refer to forcing a particular technology on a student group just because it may have shown some success in the past. This is where networking and security comes in. The main role of the technology is to be an addition to a learning environment, not one that would cause more issues and take away a student’s educational experience. My primary takeaway from this model is more technology-based than student-centered, but I believe it would be more useful if it were used by instructional designers and special educators, who work closely with teachers in order to create a barrier-free and supportive classroom for their learners.
References
Apple. (n.d.). Education - iPad is a perfect learning companion. Apple (CA). Apple (Canada). Retrieved July 20, 2020, from https://www.apple.com/ca/education/ipad/
Bates, A.W. (2019). Chapter 9: Choosing and using media in education: The SECTIONS model. In Teaching in a digital age: Guidelines for designing teaching and learning
(pp. 13-507). British Columbia: SFU Document Solutions.
Bates, T. (2015, January 3). Choosing a model for media selection. Online Learning and Distance Education Sources. https://www.tonybates.ca/2015/01/03/choosing-
a-model-for-media-selection/
Persson, H., Åhman, H., Yngling, A. A., & Gulliksen, J. (2014). Universal design, inclusive design, accessible design, design for all: Different concepts—one goal? On the
concept of accessibility—historical, methodological and philosophical aspects. Universal Access in the Information Society, 14(4), 505-526.
doi:10.1007/s10209-014-0358-z
Each of the eight elements within his model serve as criteria for media selection, and there are sub-criteria for each primary element. For example, factors that contribute to the Student element includes the school's policy surrounding the use of digital devices in a classroom setting, student demographics and the relationship between learning styles and media type (Bates, 2019, p. 463). His analysis of student demographics is based on the differences between students who can be effective independent learners versus those who may be more distracted by the technology. He also draws attention to the Universal Design for Learning, which he states would cover the learning needs of disabled students (p. 464). The term “Universal Design for Learning” has been used and applied to teaching and learning methods that cater to a wide range of abilities, especially in the field of accessibility. However, Persson et. al (2015) called it an ambiguous method because the subject of accessibility has historical and ethical depths that have yet to be explored and proven (p. 506). This is somewhat true when we look at the SECTIONS model with this lens.
Bates (2019) does not expand on how this theory could potentially help disabled students because he only mentioned disability studies by citing solutions that would help learners who have a hearing or sight impairment. This could be problematic, especially from an ableist standpoint. This model is built to cater to students who usually fall within a certain group (e.g. the status quo) and excludes those with exceptionalities. That saying, it does contain its fair share of strengths that educational technologists can learn from. The ease of use aspect is particularly important because the design and function of a particular hardware or software could affect how it is perceived and hence used, by students and their teachers. Interface design is a key subcomponent and Bates (2015) admits that simplicity is key to developing a usable, easy-to-learn product, though it is agreed that one person’s version of simple and easy may look very different from another individual’s experience based on their level of computer and information literacy (p. 470). If we work with simplicity as a key basis for developing technology, the cost of production might balance out so people can build on this literacy through more frequent access to these materials.
As for teaching and interaction elements, I believe that these two go hand-in-hand in order for the model to truly work. For example, if a student does not respond well to a type of technology, it would be the teacher’s responsibility to deliver the material in an alternate fashion. Specific student-teacher interactions may use up a lot of energy on the part of both parties (p. 493), but this is where the organizational representatives come in – supporting the teaching staff and their students by allocating the appropriate resources to their recipients (p.502). This does not, by any means, refer to forcing a particular technology on a student group just because it may have shown some success in the past. This is where networking and security comes in. The main role of the technology is to be an addition to a learning environment, not one that would cause more issues and take away a student’s educational experience. My primary takeaway from this model is more technology-based than student-centered, but I believe it would be more useful if it were used by instructional designers and special educators, who work closely with teachers in order to create a barrier-free and supportive classroom for their learners.
References
Apple. (n.d.). Education - iPad is a perfect learning companion. Apple (CA). Apple (Canada). Retrieved July 20, 2020, from https://www.apple.com/ca/education/ipad/
Bates, A.W. (2019). Chapter 9: Choosing and using media in education: The SECTIONS model. In Teaching in a digital age: Guidelines for designing teaching and learning
(pp. 13-507). British Columbia: SFU Document Solutions.
Bates, T. (2015, January 3). Choosing a model for media selection. Online Learning and Distance Education Sources. https://www.tonybates.ca/2015/01/03/choosing-
a-model-for-media-selection/
Persson, H., Åhman, H., Yngling, A. A., & Gulliksen, J. (2014). Universal design, inclusive design, accessible design, design for all: Different concepts—one goal? On the
concept of accessibility—historical, methodological and philosophical aspects. Universal Access in the Information Society, 14(4), 505-526.
doi:10.1007/s10209-014-0358-z
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