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How Technology Can Increase Rigor In The Classroom by Barbara R. Blackburn Instructional rigor is a concept we can agree is important, despit 
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Rigor doesn't simply mean giving students more or harder work. Instead, it's the result of work that challenges students' thinking in new and interesting ways.
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Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy of expertise, when it maps clearly to pre-determined outcomes, there are works of exception -- multimodal, collaborative, and playful -- that push the boundaries of disciplinary allegiances, and don’t always wear their brains on their sleeves, so to speak.
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"Instructional rigor is a concept we can agree is important, despite the debate about the use of the word itself. Rigor is “creating an environment in which each student is expected to learn at high levels; each student is supported so he or she can learn at high levels; and each student demonstrates learning at high levels (Blackburn, 2008).” But how does technology relate to rigor? As with any instructional tool, educational technology is critical to increasing rigor in the classroom. There are five ways technology can be used to increase rigor." Via EDTECH@UTRGV
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7 Myths About Rigor In The Classroom
Despite all the research, there are seven myths about rigor that are often heard. Let’s look at each, then turn our attention to the true meaning of rigor.
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How To Add Rigor To Any Lesson, Unit, or Assessment.
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Rigor matters because it imposes cognitive load on students, forcing them to confront misconceptions, reconsider positions, separate the implicit from the explicit, and other critical thinking practices that distinguish shaky familiarity from true understanding.
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