Applied Technologies for Teachers
Edition: 2
Copyright: 2017
Edition: 2
Copyright: 2017
Edition: 3
Copyright: 2026
Pages: 359
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Today’s teachers are expected to be skilled integrators capable of designing instructional experiences that leverage technology to improve student performance.
Applied Technologies for Teachers helps pre-service teachers develop conceptual knowledge and practical skills utilizing a variety of technologies to improve teaching, learning and professional productivity. It uses hand-on creative activities to prepare prospective teachers about to enter the field, the potential for stimulating student analytical thought, active problem solving, team collaboration, and creative expression.
Applied Technologies for Teachers
- approaches students with substantial prior experiences in social media and baseline technology skill sets; engaging them in advanced learning activities with emerging desktop, mobile, and cloud tools.
- challenges students with hands-on creative activities that simulate what technologically competent teachers do in traditional classroom, blended learning and virtual (online) school contexts.
- is derived from three national curriculum initiatives, the National Educational Technology Standards, the Common Core curriculum standards, and the Partnership for 21st Century Skills framework.
- is flexible! Modules are designed independently for standalone instruction in any order, but are organized in six key thematic strands, including instructional technology foundations, digital citizen- ship, instructional development, assessing learners, communication and collaboration, and integration projects.
- is easy to adopt! Adopting instructors receive suggested homework activities that anchor conceptual development to applied instructional design contexts. In addition, the text goes far above and beyond any textbook glossary by embedding frequent links to internet sources.
UNIT 1 – Instructional Technology Foundations
Chapter 1: Instructional Design
I. Planning, Delivering, and Evaluating Instruction
II. Meaningful Technology Integration
III. Instructional Design Models
I V. Using the ADDIE Instructional Design Model
V. AI Tools and Instructional Design Using ADDIE
VI. Future Impact
Chapter 2: Personalized Instruction
I. Personalized Instruction as an Instructional Goal
II. Blended Learning as a Foundational Framework
III. Blended Learning Variants: Flipped and Asynchronous Models
I V. Data-Informed Personalization and Instructional Decision-Making
V. Student Ownership and Personalized Learning
VI. Pedagogical Agency and AI-Supported Dialogue
VII. Digital Content in Personalized Instruction
VIII. Instructional Strategies for Personalizing Learning
IX. Future Impact
Chapter 3: Classroom Technologies
I. The Classroom as a Technology System
II. Teacher Workstations: The Control Center
III. Displays and Audio
I V. Connecting Classroom Devices and Peripherals
V. Classroom Connectivity and Networks
VI. Practical Troubleshooting Strategies for Teachers
VII. Knowing When and How to Escalate Technology Issues
Chapter 4: Assistive Technologies
I. What Is Assistive Technology?
II. Assistive Technology Tools and Services
III. Assistive Technology Integration
I V. Accessibility and Universal Design for Learning
V. Additional Strategies
VI. Learn More
UNIT 2 – Digital Citizenship
Chapter 5: Academic Integrity
I. Ethical Foundations
II. Designing for Integrity
III. Appropriate and Inappropriate Use of AI and Digital Resources
I V. Citation and Scholarly Attribution
Chapter 6: Online Safety
I. The Evolving Landscape of Online Risk
II. Personal Cybersecurity Practices for Educators
III. Protecting Student Data and Privacy
I V. Digital Citizenship and Student Safety
V. Designing Instruction That Minimizes Risk
VI. Policies and Professionalism
VII. Responding to Online Safety Incidents
UNIT 3 – Foundations of Instructional Development
Chapter 7: Digital Design
I. Visual Design Principles for Instructional Materials
II. Document Structure and Cognitive Load
III. Intentional Layout in Instructional Design
I V. Optimizing Images for Instructional Use
V. Producing a Visually Polished and Instructionally Effective Design
Chapter 8: Data Visualization
I. Inquiry-Based Learning
II. Developing Datasets
III. Preparing Datasets for Analysis
I V. Creating and Interpreting Data Visualizations
V. Designing Inquiry-Based Data Activities
Chapter 9: Podcasting
I. Podcasting as Instructional Communication
II. Designing Instructional Podcasts
III. Production Workflows
I V. Sound Design
V. Publishing and Distribution
VI. Integrating Podcasting into Instruction
Chapter 10: Presentation
I. Presentations as Instructional Environments
II. Designing for Attention, Pacing, and Cognitive Load
III. Designing Interactive and Assessment-Rich Presentations
I V. Integrating Multimedia for Instructional Impact
V. Designing Presentations for Instructional Contexts
VI. Delivering Effective Presentations
Chapter 11: Screencasting
I. Introduction to Screencasting
II. Instructional Applications of Screencasting
III. Designing Effective Screencasts
I V. Recording Screencasts
V. Editing and Enhancing Screencasts
VI. Publishing and Deploying Screencasts
Chapter 12: Video Production
I. Instructional Video in Context
II. Designing Instructional Video
III. Pre-Production Planning
I V. Production Fundamentals
V. Post-Production
VI. Publishing and Integration
UNIT 4 – Assessment
Chapter 13: Learning Analytics
I. Introduction to Learning Analytics
II. Sources of Student Data
III. Understanding Analytics Dashboards and Reports
I V. Interpreting Learning Data
V. From Data to Action: Instructional Decision-Making
VI. Supporting Student Self-Regulation Through Data
VII. Designing Instruction to Generate and Improve Learning Data
VIII. Limits and Ethical Use of Learning Analytics
IX. Collaborative Uses of Learning Analytics
X. Emerging Trends in Learning Analytics
Chapter 14: Feedback Strategies
I. The Role of Feedback in Learning
II. Selecting Feedback Strategies
III. Designing Efficient Feedback Workflows
I V. Peer Review and Self-Assessment
V. AI-Supported Feedback Strategies
VI. Implementing Feedback in Practice
Chapter 15: Gamification
I. Gamification in Education
II. Core Elements of Gamified Learning
III. Instructional Models for Gamified Implementation
I V. Gamification as Formative Assessment
V. Practical Design Strategies
VI. Using Gamification Data to Inform Instruction
VII. Classroom Implementation
VIII. Integrating Gamification into Instructional Practice
IX. Limitations and Ethical Considerations
Chapter 16: Digital Storytelling
I. Digital Storytelling as Assessment
II. When to Assign Digital Storytelling
III. Why Teachers Should Create Digital Stories
I V. Planning & Designing Digital Stories
V. Creating a Digital Story
VI. Evaluating Digital Stories
VII. Reflection and Student Self-Assessment
VIII. Revision and Completion
Chapter 17: Digital Portfolios
I. Understanding Digital Portfolios
II. Designing Portfolio-Based Learning Experiences
III. Portfolio Design and Development
I V. Publishing and Sharing Strategies
V. Evaluating Digital Portfolios
UNIT 5 – Virtual Instruction
Chapter 18: Online Course Design
I. Foundations of Online Course Design
II. Learning Management Systems and Course Architecture
III. Designing Effective Online Course Modules
I V. Managing Instructional Materials in Online Courses
V. Designing Accessible Online Learning Environments
VI. Learner Readiness and Course Support Systems
Chapter 19: Teaching Online Learners
I. Presence and Engagement in Online Learning
II. Communication and Instructor Presence
III. Facilitating Asynchronous Learning
I V. Conducting Effective Synchronous Lessons
V. Experiential Learning Online
VI. Monitoring Student Progress and Supporting Struggling Learners
UNIT 6 – Advanced Topics
Chapter 20: Computer Science Education
I. Computer Science (CS)
II. Programming Languages
III. Computational Thinking
I V. Impact of Computing
V. Classroom Application
Chapter 21: Artificial Intelligence
I. History of AI
II. AI in Education
III. Prompt Engineering
I V. Ethics
V. Embodiment
VI. Conclusion
Chapter 22: Immersive Project-Based Learning
I. Project-Based Learning (PBL) as a Pedagogical Strategy
II. Immersive Technologies and Supporting Infrastructures
III. Backward Design for Effective Lessons
I V. Implementation Practices and Constraints for Immersive PBL
V. Assessing Learning in Immersive PBL
VI. Conclusion
Dr. Winslow is a professor of Instructional Technology and former chair of the department of Educational Studies. He previously served as the Director of Coastal’s Office of Online Learning (COOL) as well as the program coordinator for Instructional Technology. His most recent research explores the efficacy of embodied, interactive AI agents (avatars) and their impacts on learner cognition and performance. Off campus, Dr. Winslow is an avid surfer, windsurfer and fisherman, and occasionally chases UFOs.
Michael McKenzie is a Lecturer and Instructional Technology Specialist at Coastal Carolina University. He has experience teaching students and educators across K–12 and higher education in science, STEAM, instructional technology, and online learning. He is committed to creating engaging learning environments that foster critical thinking, problem-solving, teamwork, and practical skills. Michael’s current research explores innovative instructional technologies, including virtual reality and artificial intelligence. Outside of his professional pursuits, he enjoys hiking, fishing, and spending time at the beach with his wife, son, and two dogs.
Jeremy serves as the Associate Vice Chancellor for Distance Education at The University of North Carolina at Wilmington (UNCW). In this role, he provides leadership in the design, development, and support of online, hybrid, and web-enhanced courses across the institution. In addition to working at UNCW, he has also been faculty at East Carolina University and Coastal Carolina University. Outside of his work in higher education, he has consulted with numerous businesses and educational organizations for over twenty years, specializing in training and development, online education, and instructional design. Jeremy has authored over forty professional publications and given over seventy presentations at conferences and meetings in the United States, Canada, South America and Europe. He has a MA from UNC-Chapel Hill, an EdD from NC State University, and a certificate of leadership excellence from the Harvard Division of Continuing Education.
Dr. Lee earned an M.S. degree in Instructional Technology from the University of Tennessee, Knoxville in 1999 and a Ph.D. in Curriculum and Instruction with an emphasis on Instructional System Design from the University of Central Florida. Since 2010, he has taught at Coastal Carolina University. Throughout his career in teaching, he developed strong interests in the areas of distance education, mobile learning, interactive multimedia, and graphic/website design. In his classes, he introduces a wide range of software applications and open-source packages to students, allowing them to master computer-based tools used in the design and creation of electronic media, such as electronic images, sounds, videos, text, and motion.
Today’s teachers are expected to be skilled integrators capable of designing instructional experiences that leverage technology to improve student performance.
Applied Technologies for Teachers helps pre-service teachers develop conceptual knowledge and practical skills utilizing a variety of technologies to improve teaching, learning and professional productivity. It uses hand-on creative activities to prepare prospective teachers about to enter the field, the potential for stimulating student analytical thought, active problem solving, team collaboration, and creative expression.
Applied Technologies for Teachers
- approaches students with substantial prior experiences in social media and baseline technology skill sets; engaging them in advanced learning activities with emerging desktop, mobile, and cloud tools.
- challenges students with hands-on creative activities that simulate what technologically competent teachers do in traditional classroom, blended learning and virtual (online) school contexts.
- is derived from three national curriculum initiatives, the National Educational Technology Standards, the Common Core curriculum standards, and the Partnership for 21st Century Skills framework.
- is flexible! Modules are designed independently for standalone instruction in any order, but are organized in six key thematic strands, including instructional technology foundations, digital citizen- ship, instructional development, assessing learners, communication and collaboration, and integration projects.
- is easy to adopt! Adopting instructors receive suggested homework activities that anchor conceptual development to applied instructional design contexts. In addition, the text goes far above and beyond any textbook glossary by embedding frequent links to internet sources.
UNIT 1 – Instructional Technology Foundations
Chapter 1: Instructional Design
I. Planning, Delivering, and Evaluating Instruction
II. Meaningful Technology Integration
III. Instructional Design Models
I V. Using the ADDIE Instructional Design Model
V. AI Tools and Instructional Design Using ADDIE
VI. Future Impact
Chapter 2: Personalized Instruction
I. Personalized Instruction as an Instructional Goal
II. Blended Learning as a Foundational Framework
III. Blended Learning Variants: Flipped and Asynchronous Models
I V. Data-Informed Personalization and Instructional Decision-Making
V. Student Ownership and Personalized Learning
VI. Pedagogical Agency and AI-Supported Dialogue
VII. Digital Content in Personalized Instruction
VIII. Instructional Strategies for Personalizing Learning
IX. Future Impact
Chapter 3: Classroom Technologies
I. The Classroom as a Technology System
II. Teacher Workstations: The Control Center
III. Displays and Audio
I V. Connecting Classroom Devices and Peripherals
V. Classroom Connectivity and Networks
VI. Practical Troubleshooting Strategies for Teachers
VII. Knowing When and How to Escalate Technology Issues
Chapter 4: Assistive Technologies
I. What Is Assistive Technology?
II. Assistive Technology Tools and Services
III. Assistive Technology Integration
I V. Accessibility and Universal Design for Learning
V. Additional Strategies
VI. Learn More
UNIT 2 – Digital Citizenship
Chapter 5: Academic Integrity
I. Ethical Foundations
II. Designing for Integrity
III. Appropriate and Inappropriate Use of AI and Digital Resources
I V. Citation and Scholarly Attribution
Chapter 6: Online Safety
I. The Evolving Landscape of Online Risk
II. Personal Cybersecurity Practices for Educators
III. Protecting Student Data and Privacy
I V. Digital Citizenship and Student Safety
V. Designing Instruction That Minimizes Risk
VI. Policies and Professionalism
VII. Responding to Online Safety Incidents
UNIT 3 – Foundations of Instructional Development
Chapter 7: Digital Design
I. Visual Design Principles for Instructional Materials
II. Document Structure and Cognitive Load
III. Intentional Layout in Instructional Design
I V. Optimizing Images for Instructional Use
V. Producing a Visually Polished and Instructionally Effective Design
Chapter 8: Data Visualization
I. Inquiry-Based Learning
II. Developing Datasets
III. Preparing Datasets for Analysis
I V. Creating and Interpreting Data Visualizations
V. Designing Inquiry-Based Data Activities
Chapter 9: Podcasting
I. Podcasting as Instructional Communication
II. Designing Instructional Podcasts
III. Production Workflows
I V. Sound Design
V. Publishing and Distribution
VI. Integrating Podcasting into Instruction
Chapter 10: Presentation
I. Presentations as Instructional Environments
II. Designing for Attention, Pacing, and Cognitive Load
III. Designing Interactive and Assessment-Rich Presentations
I V. Integrating Multimedia for Instructional Impact
V. Designing Presentations for Instructional Contexts
VI. Delivering Effective Presentations
Chapter 11: Screencasting
I. Introduction to Screencasting
II. Instructional Applications of Screencasting
III. Designing Effective Screencasts
I V. Recording Screencasts
V. Editing and Enhancing Screencasts
VI. Publishing and Deploying Screencasts
Chapter 12: Video Production
I. Instructional Video in Context
II. Designing Instructional Video
III. Pre-Production Planning
I V. Production Fundamentals
V. Post-Production
VI. Publishing and Integration
UNIT 4 – Assessment
Chapter 13: Learning Analytics
I. Introduction to Learning Analytics
II. Sources of Student Data
III. Understanding Analytics Dashboards and Reports
I V. Interpreting Learning Data
V. From Data to Action: Instructional Decision-Making
VI. Supporting Student Self-Regulation Through Data
VII. Designing Instruction to Generate and Improve Learning Data
VIII. Limits and Ethical Use of Learning Analytics
IX. Collaborative Uses of Learning Analytics
X. Emerging Trends in Learning Analytics
Chapter 14: Feedback Strategies
I. The Role of Feedback in Learning
II. Selecting Feedback Strategies
III. Designing Efficient Feedback Workflows
I V. Peer Review and Self-Assessment
V. AI-Supported Feedback Strategies
VI. Implementing Feedback in Practice
Chapter 15: Gamification
I. Gamification in Education
II. Core Elements of Gamified Learning
III. Instructional Models for Gamified Implementation
I V. Gamification as Formative Assessment
V. Practical Design Strategies
VI. Using Gamification Data to Inform Instruction
VII. Classroom Implementation
VIII. Integrating Gamification into Instructional Practice
IX. Limitations and Ethical Considerations
Chapter 16: Digital Storytelling
I. Digital Storytelling as Assessment
II. When to Assign Digital Storytelling
III. Why Teachers Should Create Digital Stories
I V. Planning & Designing Digital Stories
V. Creating a Digital Story
VI. Evaluating Digital Stories
VII. Reflection and Student Self-Assessment
VIII. Revision and Completion
Chapter 17: Digital Portfolios
I. Understanding Digital Portfolios
II. Designing Portfolio-Based Learning Experiences
III. Portfolio Design and Development
I V. Publishing and Sharing Strategies
V. Evaluating Digital Portfolios
UNIT 5 – Virtual Instruction
Chapter 18: Online Course Design
I. Foundations of Online Course Design
II. Learning Management Systems and Course Architecture
III. Designing Effective Online Course Modules
I V. Managing Instructional Materials in Online Courses
V. Designing Accessible Online Learning Environments
VI. Learner Readiness and Course Support Systems
Chapter 19: Teaching Online Learners
I. Presence and Engagement in Online Learning
II. Communication and Instructor Presence
III. Facilitating Asynchronous Learning
I V. Conducting Effective Synchronous Lessons
V. Experiential Learning Online
VI. Monitoring Student Progress and Supporting Struggling Learners
UNIT 6 – Advanced Topics
Chapter 20: Computer Science Education
I. Computer Science (CS)
II. Programming Languages
III. Computational Thinking
I V. Impact of Computing
V. Classroom Application
Chapter 21: Artificial Intelligence
I. History of AI
II. AI in Education
III. Prompt Engineering
I V. Ethics
V. Embodiment
VI. Conclusion
Chapter 22: Immersive Project-Based Learning
I. Project-Based Learning (PBL) as a Pedagogical Strategy
II. Immersive Technologies and Supporting Infrastructures
III. Backward Design for Effective Lessons
I V. Implementation Practices and Constraints for Immersive PBL
V. Assessing Learning in Immersive PBL
VI. Conclusion
Dr. Winslow is a professor of Instructional Technology and former chair of the department of Educational Studies. He previously served as the Director of Coastal’s Office of Online Learning (COOL) as well as the program coordinator for Instructional Technology. His most recent research explores the efficacy of embodied, interactive AI agents (avatars) and their impacts on learner cognition and performance. Off campus, Dr. Winslow is an avid surfer, windsurfer and fisherman, and occasionally chases UFOs.
Michael McKenzie is a Lecturer and Instructional Technology Specialist at Coastal Carolina University. He has experience teaching students and educators across K–12 and higher education in science, STEAM, instructional technology, and online learning. He is committed to creating engaging learning environments that foster critical thinking, problem-solving, teamwork, and practical skills. Michael’s current research explores innovative instructional technologies, including virtual reality and artificial intelligence. Outside of his professional pursuits, he enjoys hiking, fishing, and spending time at the beach with his wife, son, and two dogs.
Jeremy serves as the Associate Vice Chancellor for Distance Education at The University of North Carolina at Wilmington (UNCW). In this role, he provides leadership in the design, development, and support of online, hybrid, and web-enhanced courses across the institution. In addition to working at UNCW, he has also been faculty at East Carolina University and Coastal Carolina University. Outside of his work in higher education, he has consulted with numerous businesses and educational organizations for over twenty years, specializing in training and development, online education, and instructional design. Jeremy has authored over forty professional publications and given over seventy presentations at conferences and meetings in the United States, Canada, South America and Europe. He has a MA from UNC-Chapel Hill, an EdD from NC State University, and a certificate of leadership excellence from the Harvard Division of Continuing Education.
Dr. Lee earned an M.S. degree in Instructional Technology from the University of Tennessee, Knoxville in 1999 and a Ph.D. in Curriculum and Instruction with an emphasis on Instructional System Design from the University of Central Florida. Since 2010, he has taught at Coastal Carolina University. Throughout his career in teaching, he developed strong interests in the areas of distance education, mobile learning, interactive multimedia, and graphic/website design. In his classes, he introduces a wide range of software applications and open-source packages to students, allowing them to master computer-based tools used in the design and creation of electronic media, such as electronic images, sounds, videos, text, and motion.