Technology is directly substituted for a more traditional one. It is a simple, bare-bones, direct replacement. For example, if you are teaching a government lesson on the Constitution, you might use an electronic or web-based version of the document instead of a hard copy. Substitution also include using Keynote, PowerPoint, Prezi, Slides, or a similar program to present information about an article or amendment to the class.

The technology is again directly substituted for a traditional one, but with significant enhancements to the student experience. In other words, you ask yourself if the technology increases or augments a student's productivity and potential in some way.

Beginning to move from enhancement to transformation on the model. Instead of replacement or enhancement, this is an actual change to the design of the lesson and its learning outcome. For example, a group of students might collaborate in a cloud-based work space to propose a modern definition of equal protection under the law and solicit feedback on their proposals from classmates.

Represents the pinnacle of how technology can transform a student’s experience. In this case, you ask yourself if the technology tools allow educators to redefine a traditional task in a way that would not be possible without the tech, creating a novel experience. For example, after completing their group work and soliciting feedback from classmates, students could utilize technology to network with students several states away to see how regional differences impact how others think about the Constitution. 

Knowledge that teachers have about their content and the knowledge that they have about how teach that specific content. First identified by Shulman in 1986, we can see evidence of PCK as we consider the different strategies that science teachers use as compared to the strategies used by language arts teachers, or teaching strategies used by art teachers as opposed to teachers of mathematics.  This specialized knowledge allows teachers to use the most effective methods for teaching specific content.

Set of skills, identified by Mishra and Kohler in 2006, which teachers develop to identify the best technology to support a particular pedagogical approach. For instance, if you want your students to work in collaborative groups (pedagogy) you might choose to have them share their learning in a wiki or communicate what they have learned in a multimodal presentation using for example, PowerPoint, Prezi.

Technological Content Knowledge (TCK) 

Set of skills, also identified by Mishra and Kohler in 2006, which teachers acquire to help identify the best technologies to support their students as they learn content. For instance if you wanted your students to recognise and understand the sequence of steps leading up to a hurricane (content) you would look for online hurricane tracking sites, allow them to find photographs that represented the formation of hurricanes and have them document the different stages in a timeline

Phase 2
You decide the objectives and assessment methods best suit with this integration.

Phase 3
You should define your own teaching strategies and activities work best with this approach.

Phase 4
You should prepare a healthy teaching environment that provides effective technology integration. At this point you should have efficient technical support to make a healthy atmosphere. Even if it is hard for the school to support such technical materials for you, you should consider what you have in your school before planning.

Phase 5
You should come up with a pros and cons list of the technology that you used in your lesson. You should define what worked well and what could be improved.