If a teacher teaches science, social studies, math, or English (or any of the number of other different electives), he or she has a curriculum, scope & sequence, units of study, student expectations, lesson plans, and state or national standards. But if an educator gets a computer or tablet or has a one-to-one or BYOD classroom, how does he or she teach with technology, and more importantly how to students learn with technology integration?

Luckily, educators have a myriad of frameworks and standards developed by organizations and researchers to help teachers learn how to improve teaching and learning through technology integration. 

And just like the subject they teach, digital literacy should be planned, taught, and assessed continuously throughout the school year by EVERY teacher. Educators think just because students are “digital natives,” they know how to use technology appropriately and for learning. Unfortunately, they do not, and it is the job of every teacher to purposefully, consistently, and continuously teach students to be good digital citizens and learn to be as digitally literate for learning as they are when playing games or using social media.

Just like with traditional content areas, start with the standards, establish long-term goals, and design digital citizenship and digital literacy lessons embedded within traditional lessons to reach those goals. 

The International Society for Technology in Education (ISTE) has developed education technology standards for students, teachers, administrators, coaches, and computer science educators.

Students	Teachers	Administrators
	Coaches	Computer Science

Dr. Ruben R. Puentedura developed the SAMR framework (Substitution - Augmentation - Modification - Redefinition) to help teachers reflect on how they are using technology in the classroom.

The Florida Center for Instructional Technology produced the Technology Integration Matrix (TIM) to help educators define and evaluate education technology integration.

Then there’s Technology-Rich Unit Design And Classroom Observation Template (TRUDACOT) designed by Dr. Scott McLeod, a discussion protocol created to elicit conversations from educators about deeper learning and education technology integration.

Lastly, is the Technological Pedagogical Content Knowledge framework (TPACK) which attempts do identify the knowledge of teachers required for educational technology integration.

If you are new to education technology integration or a veteran, continuously review these standards and frameworks and be on the lookout for others that help answer why educators integrate educational technology and learn tips, tricks, and best practices on how to do it successfully. Remember to teach it early and often, and never lose sight of why you do it: for the students!