The Hidden Curriculum of Tech Tools: What We Assume Students Know

 

By Anita Samuel

There’s a hidden curriculum in every classroom—what students are expected to know but are never directly taught. When it comes to technology, that hidden curriculum is growing fast.

We assume students already know how to use tools like Google Docs, discussion boards, or citation managers. We assign digital projects without realizing that “simple” instructions—upload here, comment there, format like this—can feel like a foreign language to some learners. Students who can’t keep up with the technology may fall silent, turn off cameras, or quietly drop out of participation.

And it’s not just about access or age. Tech confidence varies widely. A student who can edit videos for TikTok might have no idea how to create a slide deck or insert references in APA format. Another might have the skills, but not the right device or bandwidth to use every tool smoothly.

So what can we do?

• Name the tools. Don’t assume students know them. Walk through how each one will be used, and explain why it matters for learning.
• Offer low-stakes practice. Let students try a tool in a no-pressure way before it counts for a grade.
• Provide quick guides. A one-page visual or short demo video can make a big difference.
• Stay flexible. Allow alternative ways to complete tasks when tech becomes a barrier, not a bridge.

When we make the hidden curriculum visible, we remove shame and open doors. Students feel supported, not judged. They participate more, and they learn more deeply—both online and in person.

It’s not about assuming less of our students. It’s about assuming less familiarity and teaching what’s often left unsaid. Because knowing how to learn with technology is just as important as the content itself.

 

When “Flexible” Isn’t Fair: Rethinking Deadlines

 

By Anita Samuel

“Flexible deadlines” sound great, right? Isn’t that a part of Universal Design for Learning (UDL)? They give students control, reduce stress, and recognize that life doesn’t stop for school. But here’s the catch—sometimes, what feels flexible to us as instructors isn’t actually fair to everyone.

Stay with me on this, and let’s unpack that.

Flexibility is often seen as a key part of making courses accessible to all our learners. We tell students, “Work at your own pace!” or “Submit anytime this week!” The idea is to make learning more accessible. But in practice, that flexibility can create uneven experiences—and even new barriers.

The Hidden Pressure of Open Deadlines

When there’s no clear structure, some students thrive. But others flounder. Students juggling jobs, caregiving, or time zone differences might want to stay on top of things but struggle without external checkpoints. The result? Deadlines sneak up, motivation slips, and the course quietly leaves some learners behind, desperately trying to catch up.

Group Work Gets Messy

In “work-at-your-own-pace” courses, group projects can become a logistical nightmare. One student finishes early; another plans to start on the last day. No one’s wrong—but it’s chaos. What looked like flexibility turns into confusion and frustration.

Consistency Builds Belonging

Deadlines aren’t just about due dates. They help create rhythm and community. When everyone’s roughly moving together, students see each other’s progress, share ideas, and feel part of a collective learning experience. Flexibility should support that, not dismantle it.

So How Do We Get It Right?

Instead of thinking of flexibility as no structure, we can think of it as a structured choice.
Here are a few ideas:

• Use soft deadlines. Have “suggested due dates” that keep the course moving, but still allow for grace when life happens.
• Build in checkpoints. Even in self-paced courses, include weekly reflections or discussion posts to keep connection alive.
• Be transparent. Explain why some dates are firm and others are flexible. Students appreciate clarity more than complete freedom.
• Ask for feedback. What feels supportive to one group might feel overwhelming to another. Let students tell you what works.

True flexibility isn’t about removing structure. It’s about designing it thoughtfully, so students can succeed without feeling lost.

Because flexibility without fairness isn’t really flexibility at all.

 

Are We Leaving Students Out? Designing Online Courses That Welcome Everyone

 

By Anita Samuel

Online learning has opened up so many doors. It lets students learn from anywhere, fit school into busy lives, and connect with people around the world. However, there’s something we don’t discuss enough: how the way we design our online courses might be leaving some students feeling left out, without us even realizing it.

These aren’t big, obvious problems. They’re smaller, subtle things—what we call microaggressions. It might be using only U.S. examples in course readings. Or, assuming students can easily access Zoom at any time, or requiring tech tools like Prezi or YouTube videos, without considering who might not have fast internet or much tech experience. 

Let’s look at how this plays out:

Course Content
If all the articles and examples come from one country or one perspective, students from other backgrounds may feel like their own experiences don’t matter. Even if the required materials are U.S.-based, we can still include other voices and viewpoints.

Course Format
Some courses let students work at their own pace. Others have group projects that need a lot of coordination. Both styles can work, but not for everyone. A working adult might prefer flexible deadlines. An international student might struggle to meet with a group in a different time zone. If we don’t give students options, some will feel invisible.

Technology Use
Using new tech can be great for engagement, but not if it becomes a barrier. Not all students have the same access to fast internet or the latest tools. Asking everyone to make a video or use social media might seem easy, but it can be overwhelming or impossible for some students.

The thing is that most instructors don’t mean to leave anyone out. We’re often just not aware of the impact these choices have. But that doesn’t mean the effects aren’t real. 

So what can we do?

·       Offer choices. Let students choose how they complete their assignments—whether through video or written submissions, or in a group or solo setting.

·       Include diverse voices. Add readings and examples from different cultures and backgrounds.

·       Check in. Ask students what’s working and what isn’t—and really listen to their answers.

Designing inclusive courses doesn’t mean lowering standards. It means making sure everyone has a fair chance to succeed. When students feel seen and supported, they engage more. They learn more.

It’s not about being perfect. It’s about being thoughtful. And that small shift can make a big difference.

Micromoments of Engagement: Using Polls, GIFs, and Reactions to Keep Students Tuned In

 

By Anita Samuel

 

Attention is fleeting, especially in digital learning spaces. Whether we’re teaching live on Zoom or running a weeklong asynchronous discussion thread, keeping students tuned in requires more than just well-organized slides and clear instructions. Sometimes, it's the little things—the micromoments—that make all the difference.

 

That’s where micromoments come in. 

 

Micromoments of engagement are quick, lightweight interactions that jolt students out of passivity and pull them back into the learning experience. They’re quick, low-effort interactions that can pull students back in and remind them, “You’re part of this.”

 

Quick Polls = Instant Involvement.

A fast poll can break up a lecture or bring life to a quiet online forum. Ask something simple like:

• Which idea makes more sense right now?
• What emoji matches your mood on this topic?

 

It only takes a moment, but it gets students thinking and clicking. Better yet, when they see others’ responses, it reinforces a sense of community and shared experience

 

GIFs That Teach and Connect

GIFs aren’t just for memes—they’re digital tone-setters. Use them to:

• React to a student’s comment with a bit of humor or affirmation.
• Introduce a topic in a way that makes students smile.
• Create a “reaction chain” where students respond to each other with themed GIFs.

 

This adds emotional texture and personality to a space that can otherwise feel sterile. Plus, it helps humanize you as the instructor.

 

Reactions That Actually Matter

A thumbs-up. A heart. A clapping hands emoji. These tiny gestures are more than just cute—they’re signals of presence.

 

Encourage students to react during your live sessions. Let them “like” posts in discussion boards. These tools offer lightweight, low-risk ways to participate and connect. For students who may be shy or hesitant to speak up, they provide an alternative way to feel included.

 

Small Moments, Big Impact

Micromoments aren’t meant to replace deeper engagement—they support it. They break the monotony, provide rhythm, and invite interaction. Used well, they build trust and make your learning environment more dynamic, welcoming, and fun.

 

The best part? These strategies are platform-friendly, tech-light, and easy to start using today. No overhauls required—just a little intentionality and a dash of creativity.

 

Final Thought

So go ahead—embed that GIF, run that quick poll, and sprinkle in a few emojis. These simple touches can keep students present, connected, and—dare we say—engaged.

Tech Tools That Stick: What Actually Helps Learning (and What Just Looks Cool)

 

By Anita Samuel

Let’s be real—some tech tools in education are more about flash than function. They look exciting, promise a lot, and might even get a few “oohs” and “aahs” at first. But when the dust settles, do they really help students learn better? Remember the metaverse????

The truth is that not all tools are created equal. Some are built with solid teaching strategies in mind. They support student thinking, keep learners engaged, and help build a sense of connection. Others are all style—fun to look at, but not much else.

Let’s take learning management systems (LMS) as an example. They’ve come a long way. Today’s LMS platforms let us do much more than just upload files. When used well, tools like discussion boards, scheduled content release, and quick quizzes can really guide students through a course. But that only happens when we plan thoughtfully. Just adding fancy graphics or animations doesn’t automatically make learning better.

One tool that does deliver? The interactive syllabus infographic. I’ve written about this before—it’s a one-page, visual version of your course overview. It includes audio clips, videos, QR codes, and helpful links. And students actually use it. Why? Because it’s clear, engaging, and designed to support them throughout the term. It's not just pretty—it’s practical.

Now let’s talk about tools that seem exciting but fall flat. Virtual reality (VR) is one. In the right setting—like medical or design training—it can be powerful. But in most general courses, it often ends up being more of a distraction. If students are spending more time figuring out how the tech works than learning the material, something’s off.

So, how do you tell the difference between helpful tech and just another digital gimmick? Ask yourself:

·       Does it support active, hands-on learning?

·       Is it easy for all students to access and use?

·       Will it make things clearer or just more complicated?

·       Does it help meet the goals of my course?

At the end of the day, technology isn’t magic. It’s just a tool. The real power lies in how we utilize it to connect with students and support their learning.

The best tools aren’t always the flashiest. Often, they’re the simplest tools that allow students to communicate with each other, receive feedback quickly, or revisit important concepts at their own pace. That’s the kind of tech that doesn’t just look cool—it actually sticks.