Mwanza and Engeström (2003) state that as a result, ICT is being heralded as a catalyst for innovations in teaching and learning. For developers of educational technology, this perspective highlights the need to produce computer-based tools those are pedagogically adept and functionally relevant to the context and purpose of use. In practice, this entails exploiting the connectivity of psychological and pedagogical concerns whilst taking into consideration technology capabilities.

Much study which is connected to the visuality in the use of especially the social medium and in the use of web-based applications has been conducted. (Vaughn et al., 2009; Anglin, Towers & Levine, 2001). Based on the scales of student’s evaluation of teaching effectiveness and user satisfaction, Wang (2003) conducted an exploratory study directed at e-learners. The results of his work showed that a items could be classified into the following dimensions: content, personalization, learning community and learner interface.

Nokelainen has presented the criteria for evaluating the usability of digital learning material (2005). In that project the criteria had two parts: technical and pedagogical usability. The technical usability components were: 1. accessibility, 2. learnability and memorability, 3. user control, 4. help, 5. graphical layout, 6. reliability, 7. consistency, 8. efficiency, 9. memory load and 10. errors. Components of the pedagogical usability were: 1. learner control, 2. learner activity, 3. cooperative learning, 4. goal orientation, 5. applicability, 6. added value, 7. motivation, 8. valuation of previous knowledge, 9. flexibility and 10. feedback.

However, it is started in this article from the assumption that the technology based studying environment can be also other than web-materials. Multisensory active learning spaces contain the technology with the help of which the physical learning state the one supporting the pupil is made spatially, temporally and visually. The learner can control systems on his whole body (motion control), on his speech (voice control) or he can communicate with his environment by mobile for example utilizing the NFC technology. In these environments, technology, compatibility, usability and usefulness of the assessment becomes complex. On the other hand is expected to technical, usability and user experience, but on the other hand in the school environment are important pedagogical points of view.

In particular, user experience is still hard to evaluate. Turunen and al. (2009) have developed a systematic way to evaluate the user experience of the technical implementation needs. SUXES is an evaluation method for collecting subjective metrics with user experiments. It captures both user expectations and user experiences, making it possible to analyze the state of the application and its interaction methods, and compare results.

To develop a robust checklist of technology-based education system, various theories are taken into consideration; curriculum theories and instructional design theories, general learning theories, and subject matter learning theories. Curriculum theories, on the one hand, relate to what to teach in the domain concerned. Thus, in this presentation research question is what kind of things the teacher pays attention to when using technology in education.

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