learning theory that treats learning as a response to stimulus and it conditions students to properly react to stimuli; the brain's processes are not considered and viewed as a "black box"

a learning theory that focuses on brain functions and how information is processed, stored, retrieved, and applied

legal, ethical, and institutional requirements of technology use

a learning theory that believes that learning need not be isolated to the mind, but becoming a learned and capable citizen in a digital society requires learners to become connected with one another in such a way that they can make use of the networks as an extension of their own mind and body

a learning theory that considers individual and social factors by holding that learning is constructed by learners on top of previous experience, attitudes, and beliefs

the ease at which a new technology can be learned, implemented, or managed at the teacher- or student-level

infrastructural compatibility, cost, lifespan, and management scale of new technologies

a technology integration model that holds that all technology uses either exemplify a Passive, Interactive, or Creative (PIC) relationship between student and technology as well as have a Replacement, Amplifying, or Transformative (RAT) effect on pedagogy

evidence-based efficiency or efficacy of a technology to help improve student learning

a technology integration model that holds that technology use either Replaces, Amplifies, or Transforms (RAT) pedagogical practices

a technology integration model that holds that technology use in the classroom either takes the form of Substitution, Augmentation, Modification, or Redefinition (SAMR)

a technology integration model that illustrates the complex interplay between Technological Knowledge, Pedagogical Knowledge, and Content Knowledge

the meaningful implementation of technology in educational settings to achieve learning goals