AIMS Protocol

After years of finding creative and meaningful ways to use technology in the classroom, I thought it would be helpful to develop a tool to guide educators through the process of determining if and when any technologies should become a part of the student's classroom experience.  The AIMS Protocol is a tool that teams of educators can use to foster thoughtful discussions around the implementation of technology into lessons, projects, and assignments. 

Broken into four unique domains, the AIMS Protocol presents five questions within each domain that educators can answer with a simple yes or no.  The intention of the protocol is to provide a framework for discussion, decision making, and implementation of any classroom technologies.

HOW TO USE THE AIMS PROTOCOL

Within a PLC, grade, or department level team, the AIMS protocol is design for small teams to have critical discussions around technology.  Teams can begin by identifying a technology, edtech tool or platform that they are considering adopting.  The protocol will help the team evaluate the value of the tool and the potential impact it can have in the classroom.  

The AIMS Protocol is not designed to provide answers for teams implementing the process.  Instead, it is a framework for high quality discussion, whereas teams of educators can calibrate whether a tool should be adopted based on the discussion that is generated based on how the twenty questions are answered.

DOMAIN 1: ACCESSIBLE

The five questions in this domain help us determine how accessible the technology is to the educators in the school or district.  This domain helps us evaluate the level of complexity of the tool and the ability for teachers to begin using the tool with minimal training and support. 

DOMAIN 2: INTENTIONAL

The series of questions in this domain target a clear understanding of why the technology is being used in the classroom.  Ultimately, the second domain helps us understand and articulate whether any technology should be used in relation to student learning, clear purpose, and learning goals.

DOMAIN 3: MEANINGFUL

The third domain revolves around the impact the technology may have on student work. Specifically, what types of opportunities, outcomes, and creations can result of students effectively and creatively using the tool being evaluated? 

DOMAIN 4: SKILLS

The last series of questions in the skills domain allows educators to critically evaluate whether the result of using the technology will impact skill development and critical thinking.  Ultimately we are determining if the student use of technology is having a substantial impact on student thinking. 

FACILITATING DISCUSSION WITH THE AIMS PROTOCOL

The intention of the AIMS Protocol is not to provide answers or a pre-determined path towards technology use.  Groups that are using the protocol know and understand their teachers, environment, culture and capacity in a unique way.  The protocol is designed to foster critical conversations. 

If the trending response in a domain is No, the group can focus on the following prompt:

"How might we shift a no response to a yes?"  

This question does not have a singular correct response and the answer is dependent upon the insight of the group into the particulars of the school, team or grade level they are considering.

If the trending response in a domain is Yes, the group can feel confident that the technology can be used with clear intention and understanding by students and teachers.

AIMS PROTOCOL TEMPLATES