INTRODUC TION DOUBLE TAB TO ZOOM ON PHONE OR TABLET Pedagogical knowledge refers to a teacher’s consid- eration of education theory and child development in planning and teaching. Technological knowledge refers to a teacher’s skill set and ability to use tech- nology as a tool for teaching and learning. Content knowledge refers to a teacher’s ideas regarding the scope and sequence of knowledge, skills, and disposi- tions in each of the subject areas across grade levels: for example, knowing that preschool children learn to appreciate themselves and their family members before learning to appreciate others and their families. These areas of knowledge are essential in achieving the most intentional and authentic integration of technology and digital media. Additional considerations in describing the strategies throughout this book can be summarized by Carrice Cummins, president of the International Read- ing Association. In the IRA journal, Reading Today, she published an article, “Celebrating Teachers: Using Technology to Make a Difference” (2013), which highlighted quick ideas to consider when implementing technology and digital media: • Technology should be in the hands of students. • Children do not have to know everything about the technology to begin using it. • Technology is not just children in front of computers. • Technology opens doors to expanded learning. • Technology can be a motivational tool. • Children, not the technology, are responsible for development. This book includes QR codes to provide readers with the opportunity to learn more about various applications or resources. By scanning these QR codes using apps on their mobile devices, readers will be taken to links where they can learn more about the specific application, and can purchase and install 6 COPYRIGHTED MATERIAL