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Step-by-Step & Guided: The model is generally explained with a variety of useful questions to support a thorough movement through each step

Detailed & Thorough: Great for designs that have high-stakes, such as a long unit

Flexible & Dynamic: Each step can be moved through in context-specific ways

Universal Applications: Design applies to all kinds of contexts, both in and out of classroom

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Linear: Design invites a structured, linear response which may not be appropriate for all kinds of problem-solving.

Time-Consuming: Emphasizes both design and development as an integral step, so may not be appropriate for projects with quicker turn-around

Collaboration?: Does not explicitly embed processes of collaboration

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1. Focus on the big ideas, results, outcomes
2. Need culminating assessment tasks
3. Design learning events or practice that can help students to achive the desired results

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Key components: gather information, design prototype/review, develop/implement/evaluate, roll out after all processes and feedback are done    Pros: collaborative, flexible, communication with others, hopefully after so many times of trial and error you have a solid product                Cons: repetitive, teams can become uninterested, what if you don’t need to repeat 3 times?, constantly developing/redeveloping 

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Key components: gather information, design prototype/review, develop/implement/evaluate, roll out after all processes and feedback are done    Pros: collaborative, flexible, communication with others, hopefully after so many times of trial and error you have a solid product                Cons: repetitive, teams can become uninterested, what if you don’t need to repeat 3 times?, constantly developing/redeveloping 

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- Each phase outlines steps for implementations that will ensure technology use in the classroom will be meaningful and efficient.
- Ability to plan by beginning with content goals for instruction, activity planning, then technology enters.

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Helps point our milestones that need to be accomplished when achieving the overall goal.
Helps obtain personal satisfaction for the students when completing each individual step.

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Can be difficult and confusing in the beginning.
Can take longer in time during initial planning phases.

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- technology will not always enhance the course or lesson

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I'd add - Routines so students aren't just focused on content, but on thinking as well. I'd also add SAMR so that the end product is not a low level activity 

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I'd add - Routines so students aren't just focused on content, but on thinking as well. I'd also add SAMR so that the end product is not a low level activity 

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The five components of ADDIE are analyze, design, development, implement, and evaluate. When considering how to infuse technology, each step can also include the consideration of technology content knowledge and technology pedagogical knowledge.

For example, in Analyze/Evaluation, are there ways in which you might infuse technology to support your analysis/evaluation? For example, an anonymous Google Form that students complete to share their thoughts with you about class. Or perhaps a film of the class that you can analyze later.

In Design/Develop/Implement, you can also consider the ways in which technology can support you to solve the problem identified, and then consider the ways in which technology might be implemented (resources/management).

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- A way to check if technology is enhancing learning
- Routines, tools and patterns to help students think

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ENVIRONMENT Making thinking visible by displaying the process of thinking and development of ideas. So that the students can learn from the practice and make the model reusable. Learning and thinking habits can be generated.

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ENVIRONMENT Making thinking visible by displaying the process of thinking and development of ideas. So that the students can learn from the practice and make the model reusable. Learning and thinking habits can be generated.

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Add in more focus on environment factors that display student learning through the process. 

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Add in more focus on environment factors that display student learning through the process. 