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This discussion paper demonstrates the need for applying backwards design principles to already-existing course syllabi in order to embed technology alongside pedagogy in teacher preparation programs. The problem is first addressed as a need to integrate technology in one secondary course based on lack of proficiency demonstrated on multiple measures. A design framework that was implemented is then explained, including a step-by-step process for aligning mobile technology applications to course standards and outcomes. Challenges to the process are explored, as well as supports available for duplicating this work in other contexts. The paper concludes with steps the instructor is now taking to encourage and enable other faculty to integrate technology into courses alongside pedagogy training and fieldwork evaluations.

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This is a post-peer-review, pre-copyedit version of an article published in TechTrends. The final authenticated version is available online at doi: 10.1007/s11528-019-00416-z