Teaching, Learning, and Assessment With Technology
Core content
Framework fluency is tested more than tool trivia. TPACK holds that effective integration sits in the intersections of technological, pedagogical, and content knowledge-the goal is the combined TPACK space, not three isolated skills. SAMR describes task redesign (Substitution, Augmentation, Modification, Redefinition); it is a continuum, not a teacher rating. UDL calls for multiple means of engagement, representation, and action/expression designed in from the start. Bloom's revised taxonomy (remember through create) helps check alignment of objective, activity, and assessment.
Know formative (during learning, used to adjust instruction) versus summative (of learning) assessment, rubric design, performance tasks, item analysis and disaggregation of results, progress monitoring, and the difference between assistive technology for one learner and universally designed access for all. Also know LMS functions, blended and flipped models, differentiation, and assessment security and validity concerns.
Traps to expect
Substitution is not "bad teaching"-it is simply the entry point. TPACK is not "knowing three things." Formative assessment is defined by how evidence is used, not by being ungraded or digital. UDL is proactive design for learner variability; an accommodation is an individual retrofit after the fact. Technology does not automatically raise rigor-a worksheet on a tablet is still recall-level. Watch validity versus reliability, and do not confuse engagement with achievement.
Worked example
A teacher moves a vocabulary list onto digital flashcards. Same task, same recall level: Substitution. Students then record short podcasts defining and applying the terms for a real audience and critique peers' episodes-a redesigned task reaching analyze/evaluate on Bloom's, with the rubric shared in advance. Rule of thumb: before adding a tool, ask what the task looked like without it and whether the learning objective actually moved.