Domain 4 - Instructional Technology Integration and Digital Learning
This domain tests whether you can judge the quality of technology use in instruction, not merely its presence. Expect items on integration models, accessibility, learning management system design, and the legal agreements that precede putting student data into a tool.
Core rules and concepts
- SAMR describes the task: Substitution and Augmentation improve without changing the task; Modification and Redefinition redesign it. TPACK asks for alignment of content, pedagogy, and technology knowledge.
- Universal Design for Learning calls for multiple means of engagement, representation, and action/expression - build options in rather than retrofitting accommodations.
- Accessibility targets WCAG 2.1 AA: alt text, captions, sufficient contrast, keyboard navigation, and screen-reader-compatible documents.
- Before adopting a tool, confirm a written student data privacy agreement. Illinois SOPPA requires districts to obtain such agreements from operators before disclosing covered student information.
Worked example
A teacher scans a worksheet to PDF and has students type answers into the LMS. Reasoning: the task is unchanged and the tool is a direct substitute, so this is Substitution, regardless of the device. Redesign: students annotate a shared primary source, then publish findings to an authentic audience with structured peer critique. That is Modification moving toward Redefinition, because the collaboration and audience were not feasible without the technology.
Traps that cost marks
Labeling any digital use as integration; selecting a tool before defining the learning objective; skipping the data privacy agreement because the tool is free; treating captions and alt text as optional extras.