Shifts in teaching and learning afforded by technology, e.g., increased personalization, differentiation and use of assistive technologies; virtual collaboration, authentic projects with experts or real-world data, tools for reflection and transparency of thinking; providing students with automated feedback and ways to monitor their own progress, competency-based assessments; data analysis tools and learning analytics.

Testing out emerging new technologies (e.g., generative artificial intelligence) or using existing tools in new ways that improve student learning experiences (e.g., gamification).

For example, starting social media chats or groups; blogs that encourage discussion; virtual webinars, meet-ups, ed camps; collaborative, asynchronous writing or working teams.

For example, search engine email alerts of specific topics, following thought leaders or key organizations on social media or RSS feeds, attending presentations or webinars, subscribing to education technology research journals or other media sources.

Interdisciplinary field bringing together findings from cognitive, social and cultural psychology; neuro-science; and learning environments research, among others. The goal is to implement learning innovations and improve instructional practice. an interdisciplinary field that brings together many disciplines including cognitive science, educational psychology, neurosciences, education, design studies, instructional design, computer science, anthropology, sociology and information sciences.

A variety of efforts that influence change and decision-making, for example, participating on committees; leading by example; mentoring or collaborating with colleagues to improve practice using technology; advocating for tech use with parents/guardians, administrators, other educators; voicing thoughts on education technology policy to national, state, district, school or city leaders.

Stakeholders may include those invested in student learning success such as district and school-level administrators, educators, families and community members, school board and state/government members, employers, higher education administrators, and students themselves. Engagement may include presenting to school boards, meeting with state leaders; activity within virtual PLNs; expressing thought leader and constituent opinions on education technology policy.

Where students actively use technology for creating, collaborating, problem-solving; and set their learning preferences and goals, monitor progress and meeting their goals, and reflect on their learning process and outcomes.

Discipline-specific, age-appropriate, standards-aligned full curricululm, supplemental materials or digital learning assets that advance student learning.

Educators plan for learning that accommodates differing individual student needs, e.g., providing homework alternatives for students who do not have internet access at home, providing competency-based or other opportunities to demonstrate learning, scaffolding student learning to challenge and support individual students where they are, and advocating for an equitable system for all students.

When all students have access to technology needed for learning and to culturally relevant curriculum.

Examples include learner variability, language skills, technology and internet access levels outside of school, cultural specificity, challenges at home including poverty, homelessness, disruption or instability.

Intentionally and transparently demonstrate for others their actions and thought processes. For example, narration or videos describing decision making or actions.

Finding general or discipline-specific tools or digital resources for designing learning activities; for example, by asking or observing colleagues, using websites that vet and curate tools, reading related publications.

Experimenting with new tools and resources for learning, collecting data from classroom context and reflecting on impact on learning.

Analysis of digital tools, platforms or applications for privacy, digital pedagogy, effectiveness, accessibilty, usability, accessibility; for example, by using product evaluation rubrics.

Organize tools and resources that support student skill building or deepen their content knowledge and can be efficiently shared with colleagues.

Incorporating vetted and selected new tools and resources into regular practice.

Understand where and how technology tools can be used for the common good to serve a community (e.g., online community, school community, or community at large).

Creating a culture that recognizes multiple viewpoints where participants engage respectfully and empathetically online.

Knowledge of, and ability to use digital technologies to locate and evaluate information, synthesize, create and communicate information; and transfer knowledge to new technologies.

Choices that align with one’s moral code, e.g., preventing cyberbullying, trolling or scamming; avoiding plagiarism; supporting others’ positive digital identity.

Choices that keep one out of harm’s way, e.g., knowing the identity of who you are interacting with; how much and what kind information you release online; protecting yourself from scams, phishing schemes, e-commerce theft.

Coaching or ongoing guidance that includes modeling of your own practice; sharing with and teaching others; providing ongoing, productive feedback and advice.

Choices that are mindful of the law, e.g., abiding by copyright and fair use, respecting network protections, not using another’s identity.

Actively protecting students' personal or academic information, e.g., by not sharing student work, pictures or identifying information without permission from students and families; being safe when working with student data in public or shared spaces; understanding companies' privacy and data management policies in regards to students, and avoiding or gaining permission to use ones that do not have strong management and privacy for student data.

For example, secure login and password information on shared devices, activate privacy settings on social media accounts and search engines, recognize sites that use encryption, read and be conscientious about accepting privacy policies and access requests from apps and websites, authenticate sources before providing personal information, etc.

Engaging in best practices oneself, making thinking transparent with colleagues, families, students and other stakeholders; and support practices among students, colleagues, and other stakeholders.

How an individual is represented online in the public domain based on activities, connections or tagging, e.g., social media posts, photos, public online comments/reviews, awareness and monitoring of how others are depicting you online.

Designing activities that are based on students' real-world experiences or current issues, use real data, or work to solve real-world problems in order to develop students skills as designers, creators, collaborators and problem solvers.

Foster curiosity and initiaitive to identify new tools in students through the collaborative discovery process.

Able to draw on student and teacher knowledge to solve technology problems, and model this practice for students.

Reconfigure the teacher-student relationship to one based on modeling and facilitating student learning with relationships built around collaboration and being learners together.

Enriching student learning by collaborating virtually with guests who bring their expertise and/or lived experience to bear that advance learning objectives.

For example, solving real world local or global problems, career/workforce related projects and skill-building, design projects and processes.

For example, cloud-based, shareable documents and calendars; social media; video and audio conferencing software; email.

Being able to interact appropriately and effectively with people of others cultures, experiences and languages.

Systemic learner variability that, if planned for and supported, maximizes student learning and engagement, for example, differentiation, assistive technologies and accommodations; building motivation to learn by stimulating interest; multimodal content delivery; fostering learner awareness of their work preferences and recognition of how academic work aligns to personal goals.

Capitalize on technology's efficiencies and functionality to meet students' individual learning needs, for example, scaled tests and quizzes, adaptability tools and features, software data that can capture where students are struggling or spending the bulk of their time, competency-based learning resources, tools that facilitate student reflection; project planning, organization and time management; communication; collaborative work; indivdual research and curation; and design and creativity.

Student ownership over their learning goals, demonstration of competency, and structuring of work.

Learning experiences that have value or resonance beyond the classroom/academics, e.g., solving real world local or global problems, career/workforce related projects and skill-building, wrestling with significant philosophical or intellectual problems, design projects and processes.

Leveraging digital tools and resources so students gain mastery of content area knowledge while also gaining vital competencies including problem solving, critical thinking, effective communication, collaboration, self-direction in learning, and a belief in their ability to grow and improve with hard work and perseverance.

Established and evolving best practices and guidelines for designing learning experiences that meet all learners' needs.

Creating the conditions (e.g., norms, purpose and approach to learning) that establishes regular opportunities for students to use technology to set their age-appropriate learning goals, reflect on them and monitor their progress;

Set age-appropriate student expectations and norms for using technology (e.g., protecting equipment, troubleshooting, etc.); supporting student learning in technology-rich environments (e.g., time on task, working independently or groups, troubleshooting)

An approach for improving or creating something new; methodology may include human-centered design process, engineering design processes, scientific method; challenge-based projects, etc.

A problem-solving approach that can be supported by computing power; includes problem decompositon, pattern recognition, abstraction and developing algorithms (e.g., decision tree, flowchart, coding, etc.)

Use digital tools to reflect on the process of learning, the successes and areas for improvement in learning, and setting goals for future adjustments to improve learning focus, process or approach.

Account for and understand diverse student learning needs to support the success of all learners.

Feedback that maximizes digital tools to provide students substantive feedback as quickly as possible, for example, built-in data capturing of various assessment systems and other digital tools; modeling for students how to recognize, understand, and use tool-embedded feedback mechanisms ("help" tips, error notifcations such as misspelling underlines, gamified success/failures); using commenting tools or audio/video tools to provide direct feedback on student work.

For example, tests that allow for visual/drawn responses, interactive responses, or other alternatives to traditional testing questions; performance-based assessments that showcase knowlege, process and thinking; portfolios, videos, or competency-based assessments that can be completed and evaluated when students feel ready; tools that differentiate for students of differing abilities.

Analyzing and reflecting on student assessment data to adjust course in current instruction or make changes and iterate in future instruction. Applies to both class-wide and individual student instruction approaches.

Information about student strengths, gaps, preferences, and current achievement from both formative and summative assessments used to adjust and enhance individual student learning.