LESSON 1

1.1 Analyze how (a) historical perspectives on educational technology, (b) current definitions for
educational technology and integrating educational technology, and (c) educational technology
resources in schools shape opportunities for integrating educational technology in classrooms. (I S T E
Standards for Educators: 1—Learner; 5—Designer)

1.2 Describe how the history of digital technology shapes opportunities for integrating educational
technology in classrooms. (I S T E Standards for Educators: 1—Learner; 5—Designer)

1.3 Understand technology literacy and other 21st-century learning standards that teachers implement
for student learning and growth. (I S T E Standards for Educators: 1—Learner; 5—Designer; 6—
Facilitator)

1.4 Articulate the impact of educational, political, technical, societal, equity/cultural, and legal/ethical
conditions on current uses of technology in education. (I S T E Standards for Educators: 2—Leader; 3—
Citizen; 4—Collaborator; 5—Designer)

1.5 Characterize trends in emerging technologies and describe how they shape teaching and learning. (I
S T E Standards for Educators: 1—Learner; 2—Leader; 5—Designer)

LESSON 2

2.1 Identify how the epistemologies of directed instruction and constructivist learning theory
foundations and the Turn-Around Technology Integration Pedagogy And Planning (T T I P P ) model
contribute to transformative technology integration practices. (I S T E Standards for Educators: 1—
Learner; 2—Leader; 5—Designer)

2.2 Identify the theorists and beliefs associated with directed instruction learning theories and how
these theories contribute to technology integration strategies. (I S T E Standards for Educators: 1—
Learner; 5—Designer)

2.3 Identify the theorists and beliefs associated with constructivist instruction learning theories and how
these theories contribute to technology integration strategies. (I S T E Standards for Educators: 1—
Learner; 5—Designer)

2.4 Contrast directed, constructivist, or combined technology integration strategies. (I S T E Standards

for Educators: 1—Learner; 5—Designer)

2.5 Use steps in the Turn-around Technology Integration Pedagogy and Planning (T T I P P ) model to
determine planning needs for classroom technology integration. (I S T E Standards for Educators: 1—
Learner; 2—Leader; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—Analyst)
LESSON 3

3.1 Identify the mindsets of teacher leaders that contribute to their ability to identify problems and
create solutions. (I S T E Standards for Educators: 1—Learner; 2—Leader; 4—Collaborator)

3.2 Describe connected educators, connected learning communities, and the technological resources
that support teacher engagement in connected learning activities. (I S T E Standards for Educators: 1—
Learner; 2—Leader; 3—Citizen; 4—Collaborator)

3.3 Recognize strategies to build a compelling and consistent online professional identity. (I S T E
Standards for Educators: 1—Learner; 2—Leader; 3—Citizen; 4—Collaborator)

3.4 Generate a personal rationale for using technology in teaching based on history, educational
standards, contextual conditions, emergent trends, learning theory, and research findings. (I S T E
Standards for Educators: 1—Learner; 2—Leader)

LESSON 4

4.1 Identify hardware and software configurations that meet teaching and learning needs in the
classroom. (I S T E Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator)

4.2 Select integration strategies for writing and publishing software that meet teaching and learning
needs in the classroom and reflect learning sciences research. (I S T E Standards for Educators: 1—
Learner; 4—Collaborator, 5—Designer; 6—Facilitator)

4.3 Select integration strategies for representation of content concepts or developed knowledge that
meet teaching and learning needs in the classroom and reflect learning sciences research. (I S T E
Standards for Educators: 1—Learner; 3—Citizen; 4—Collaborator; 5—Designer; 6—Facilitator; 7—
Analyst)

4.4 Select integration strategies for data collection and analysis that meet teaching and learning needs in
the classroom and reflect learning sciences research. (I S T E Standards for Educators: 1—Learner; 3—
Citizen; 5—Designer; 6—Facilitator; 7—Analyst)

4.5 Integrate planning and organizing software that meet teaching and learning needs in the classroom.
(I S T E Standards for Educators: 5—Designer; 7—Analyst)

4.6 Use material generator software that meets teaching and learning needs in the classroom. (I S T E
Standards for Educators: 5—Designer; 6—Facilitator; 7—Analyst)

4.7 Adopt assessment software that meet teaching and learning needs in the classroom and reflect
learning sciences research. (I S T E Standards for Educators: 1—Learner; 5—Designer; 6—Facilitator; 7—
Analyst)
LESSON FIVE

5.1 Identify characteristics, sources, and roles for instructional software in order to evaluate them to
facilitate adoption. (I S T E Standards for Educators: 1—Learner; 2—Leader; 5—Designer; 6—Facilitator;
7—Analyst)

5.2 Describe the selection criteria, benefits, challenges, and integration strategies of drill and practice
functions for relevant instructional situations. (I S T E Standards for Educators: 1—Learner; 2—Leader; 5
—Designer; 6—Facilitator; 7—Analyst)

5.3 Describe the selection criteria, benefits, challenges, and integration strategies of tutorial functions
for relevant instructional situations. (I S T E Standards for Educators: 1—Learner; 2—Leader; 5—
Designer; 6—Facilitator; 7—Analyst)

5.4 Describe the selection criteria, benefits, challenges, and integration strategies of simulation
functions for relevant instructional situations. (I S T E Standards for Educators: 1—Learner; 2—Leader; 5
—Designer; 6—Facilitator; 7—Analyst)

5.5 Describe the selection criteria, benefits, challenges, and integration strategies of game and
gamification functions for relevant instructional situations. (I S T E Standards for Educators: 1—Learner;
2—Leader; 5—Designer; 6—Facilitator; 7—Analyst)

5.6 Describe the selection criteria, benefits, challenges, and integration strategies of problem-solving
functions for relevant instructional situations. (I S T E Standards for Educators: 1—Learner; 2—Leader; 5
—Designer; 6—Facilitator; 7—Analyst)

5.7 Describe the selection criteria, benefits, challenges, and integration strategies of personalized
learning system functions for relevant instructional situations. (I S T E Standards for Educators: 1—
Learner; 2—Leader; 5—Designer; 6—Facilitator; 7—Analyst)