Employment of classroom technology needs clarity with regard to:
A. Instructional messages
B. Course objectives
C. Technological competencies
D. Experience of failures
E. Institutional indolence Choose the correct answer from the options given below:

The correct option is A, D and E only.

To understand why this option is correct, let us analyze the context of employing classroom technology and the specific areas that require absolute clarity to prevent disruption and ensure pedagogical effectiveness:

A. Instructional messages: In any technological setup, the clarity of instructional messages is crucial. If the instructional content delivered through technology is ambiguous or poorly structured, students will fail to grasp the concepts, rendering the technology ineffective. Therefore, clarity in how instructional messages are designed and presented is essential.
D. Experience of failures: The integration of classroom technology is rarely without setbacks. Educators must have clarity regarding potential technical failures, past issues, and the coping mechanisms or backup plans when technology fails. Having a clear understanding of the "experience of failures" helps in preparing contingency plans so that class time is not lost when software or hardware malfunctions.
E. Institutional indolence: Institutional indolence refers to the passivity, resistance, or lack of active support from the educational institution itself (such as delayed maintenance, lack of training, or poor infrastructure upkeep). Teachers and administrators must have clear strategies and awareness regarding this inertia to actively bypass or address institutional roadblocks that slow down tech adoption. Without clarity on how to navigate institutional neglect or slow response times, the technology cannot be sustained in the classroom.

Conversely, B (Course objectives) and C (Technological competencies) represent broader pedagogical and skill-oriented requirements. While important, they do not specifically highlight the operational and contextual areas where "clarity" regarding challenges and delivery (like instructional design, technical failures, and structural hurdles) is most urgently needed to keep the technological integration functional.

Hence, the aspects needing explicit clarity are represented by A, D, and E.