In the original lesson or unit, a teacher might have used computer technology to perform the same task that was done before the use of computers, such as printing out a worksheet for students to complete. Here there is no functional change in teaching and learning. Teachers instead might have students collaborating using a Google Doc online or taking a quiz using a Google Form in place of pencil and paper. This has the impact of immediate feedback in terms of the quiz, paper is saved, students are more engaged and collaboration becomes necessary to accomplish the task in a more meaningful way. Here the new technology tool is helping this to occur.
Teachers could also use the brick process to determine which instructional practices are no longer working and which strategies might be better to deploy, as well as a timeframe of when they might add additional strategies to their toolbox. In terms of program improvement, a brick would also allow teams of educators to create a plan over a five-year period for improving student achievement. For example, which student groups to target, what strategies teachers will deploy, which practices might be retired, and what technologies might be needed to improve student engagement.
National Institute of Health Enterprise Architecture (2012) retrieved on Thursday, April 9 from https://enterprisearchitecture.nih.gov/Pages/WhatIsBrick.aspx and from https://enterprisearchitecture.nih.gov/Pages/listing.aspx?Section=Artifact&Category=Brick