Technology Integration and Instructional Design
Domain 2 - Technology Integration and Instructional Design tests planning: aligning digital tools to standards, objectives, and evidence of learning. Questions often present a scenario and ask what the specialist should do first or which design choice is strongest.
Planning rules
- Backward design: identify desired results, determine acceptable evidence, then plan learning experiences.
- Match tool to verb: a 'compare' objective needs a comparison structure, not a quiz; a 'create' objective needs production and revision.
- Blended learning blends face-to-face and online; flipped learning moves first exposure to video or reading and uses class time for practice.
- Evaluate digital content for accuracy, bias, currency, readability, accessibility, and privacy before assigning it.
- Build in UDL and assistive technology from the start; captioning, alt text, and keyboard navigation are design requirements.
Worked example
A team wants a flipped unit on the water cycle. First, write the objective: students explain and model evaporation, condensation, precipitation, and collection. Evidence: a labeled model plus oral explanation. Pre-class: a short captioned video with a note-taking guide. In class: station work with a physical model and teacher conferencing. The design works because the video serves first exposure, not the whole lesson, and class time targets the explanation the objective demands.
Traps
- Choosing an app first and inventing an objective afterward.
- Calling a fully online course 'blended.'
- Assuming video equals engagement without accountability.
- Ignoring students who lack home connectivity; plan offline alternatives.