iTeach Course Catalog

iTeach Professional Learning courses are designed to help educators and administrators successfully integrate technology into teaching and learning.   All iTeach Professional Learning courses are interactive and engaging, delivered completely online, and facilitated by an expert in the field. Each four-week course is equivalent to 20 contact hours.  Individual courses cost $120.00 and we offer discounts for volume or group licensing.  To purchase individual or group registration vouchers, please contact us for a written quote.

Interested in FTCE Test Prep? Visit our Florida Teacher Certification Exam page for course descriptions for the FTCE Professional Education Test, GKT ELS & Essay, GKT Mathematics, and GKT Reading courses.

NOTE: Registration for September classes must be completed by August 25th.

Four educators viewing laptop.

TIMT-100: Implementing TIM Evaluation Tools

This fully online course guides teachers, administrators, and educational leaders through the process of how to utilize the Technology Integration Matrix (TIM) and the TIM Tools to describe and compare classroom technology use. Specifically, this course will provide an introduction to the TIM, the TIM Observation Tool and protocol, implementation of the Technology Uses and Perceptions Survey (TUPS), and incorporation of the TIM data into professional development planning. Topics include:

  • Technology Integration Matrix (TIM) Overview
  • Using the Technology Integration Matrix Observation (TIM-O) tools
  • Technology Uses and Perceptions Survey
  • Incorporating the TIM into Professional Development Plans
  • Making Connections to the District Digital Classroom Plan (DCP)
Teacher displays TIM Observation Tool on her tablet computer.

TIMT-120: Implementing the TIM Observation Tool

This fully online course guides administrators, teachers, and educational leaders through the process of implementing the Technology Integration Matrix Observation Tool (TIM-O) within a school or district. Topics include:

  • Determining purposes for classroom observation
  • Choosing lessons to observe
  • Selecting and preparing observers
  • Preparing for Digital Classroom Plan (DCP) reporting
  • Summarizing and reporting observation data
Teacher at desk with her laptop.

TIMT-130: TIM for Instructional Planning

How can my students get the most out of technology in my classroom? In this practical, hands-on course, teachers will learn how to apply the TIM on a day-to-day basis in their classrooms to support effective technology integration. Topics include:

  • Evaluating available technology resources
  • Understanding discipline-specific practices
  • Matching student needs and technology
  • Preparing for Digital Classroom Plan (DCP) reporting
  • Working fluently across the matrix
Three educators view laptop.

TIMT-140: TIM Observer Training

This fully online course is designed to prepare teachers and instructional leaders to conduct classroom observations using the TIM-O. For a district cohort, elements of this course can be customized to meet the goals of a specific observation plan. Topics include:

  • Guidance and mentoring toward consistent and unbiased application of the TIM-O
  • Techniques for conducting efficient and effective observations
  • Matching student needs and technology
  • Strategies for coaching and feedback
Teacher at desk with her laptop.

TIMT-150: Coaching and Mentoring with the TIM-C

Coaching and mentoring are among the most powerful tools in any professional development program. While there are many excellent models for implementing a guided, reflective practice program, all of these programs share some basic elements. The TIM Coaching Tool, or TIM-C, is an online tool for developing, tracking, and recording outcomes from coaching cycles. It provides an easy way to guide colleagues through a coaching cycle and document coaching work across a school or district.

This course provides an introduction to the TIM-C and coaching cycles, goal setting, planning and monitoring coaching activities, recording outcomes, and reflecting on the process. Regardless of the coaching model being used, the TIM-C can support consistent, guided, reflective practice across a school or district.

Student displays e-portfolio on a tablet computer.

ICTI-100: Integrating E-portfolios in the K-12 Learning Environment

E-portfolios can be integrated into the classroom to showcase student achievement, assess progress over time, apply concept knowledge, and support student reflection in the classroom and throughout their educational career. In this online professional development course, teachers will learn to use e-portfolios and Web 2.0 tools to enable students to store, track, evaluate, and share digitally created learning projects and demonstrate mastery of learned skills. Topics include:

  • Why use e-portfolios?
  • What should an e-portfolio include?
  • Types of e-portfolios: developmental, showcase, assessment
  • Web 2.0 Tools
  • Tools for creating e-portfolios
  • Considerations for classroom integration
  • Evaluating e-portfolios
Group of high school students working with various digital devices.

ICTI-110: BYOD 1—How and Where to Start

This course provides instruction on Bring-Your-Own-Device programs. Thoughtful policy development is an important way to leverage powerful technology resources and engage learners, but there are challenges to consider before getting started. The course will build a strong foundation to establish a quality BYOD program. Topics include:

  • Setting up AUPs and guidelines for general use
  • How to engage parents and the community
  • Understanding impact on infrastructure
  • Addressing the needs of students who don’t have access to technology
  • Free and paid resources
  • Cross-platform support issues
  • Building a collaborative teacher-student-administration team
Teacher interacts with group of high school students using various digital devices.

ICTI-120: BYOD 2—Integration Ideas and Projects

The heart of your BYOD policy is what happens in the classroom. Once your foundation is established, build your capacity for technology integration to support student success. Topics include:

  • Balancing curriculum demands, student needs, and available technology
  • Integrating technology tools to support specific subject areas
  • Evaluating available resources
  • Utilizing devices to engage in real-world experiences
  • Matching tools with resources
  • Using devices to demonstrate understanding of curriculum
  • Cross-platform collaboration tools
Three students collaborate on a tablet computer.

ICTI-130: Project-Based Learning (K-5)

Concrete, authentic project-based learning enables students to solve real-world problems by using hand’s on, high-leveled, critical thinking and technology skills. It is a great motivator for students to manage field research, collaborate with other students, consult subject matter experts and develop solutions to situations of interest. Technology plays an important role in allowing students to be effective in conducting meaningful project-based learning tasks. Topics include:

  • What is project based learning?
  • Why should we use PBL?
  • What are student and teacher roles?
  • How do we design and build PBL projects?
  • PBL project ideas and examples
  • Digital tools and resources for creating PBL projects.
Teacher points to information on a student's desktop computer.

ICTI-140: Search Skills and Strategies for Research and Learning

Today’s students have grown up using technology and online resources, yet many currently lack the skills to search, evaluate, organize, save, and properly cite the information they find. Current standards require students to research and respond analytically to literature and informational texts, but simply assigning a research paper may not provide students with the research skills they need. In this online professional development course, participants will learn how to develop effective research projects and foster an inquiry-based classroom culture. Topics include:

  • The importance and impact of research skills for 21st-century learners
  • Search engines & search techniques
  • Evaluating information and sources
  • Resources for citing sources
  • Tools and techniques for saving and sharing resources
Teacher points to content on a student's desktop computer.

ICTI-150: Copyright and Fair Use in the Classroom

Between social media outlets like Instagram, social networks like Facebook and Twitter, video sharing sites like YouTube, and comprehensive search engines like Google, the ability to find, watch, share, reuse and redistribute content is easier than ever before. However, just because you can find it and share it, should you? It is critical to model academic integrity for our students so they will understand and honor usage rights as they move on to higher education or the working world. Topics include:

  • What is copyright?
  • Why copyright is relevant in the 21st Century Classroom
  • Exploring copyright issues
  • Sharing and modeling copyright best practices for students
  • How to maintain legal and ethical use of resources and materials from other sources
Concept illustration of communication between tablet computers.

ICTI-160: Digital Communication Tools for Teaching and Learning

This online professional development course provides instruction on best practices and considerations for integrating various communication tools in the classroom. Participants will explore synchronous and asynchronous communication tools, social media, educational apps, and various Web 2.0 tools and examine how these applications can be used to support classroom learning. Topics include:

  • Communication Modes and Tools
  • Resources for Effective Communication
  • Multimedia in the 21st Century Learning Environment
  • Technology Integration
Teacher instructs student using his tablet computer.

ICTI-170: Creating Interactive Digital Narratives

This online technology training course explores various computer-based tools that can be used to create digital narratives. Digital narratives combine the art of telling stories with graphics, text, audio, and video. They may be personal, historical, community-based, or global and are constructed from the creator’s perspective. Teachers will be able to apply the tools and concepts in this online course to integrate digital narratives in the classroom to enhance learning. Topics include:

  • Choosing the best media for telling stories
  • Developing your narrative
  • Producing audio for video and podcasts
  • Creating a multimedia digital narrative video
Concept illustration of keyboard with blue accessibility key.

ICTI-180: Accessibility in the Digital Classroom

Students come to our classrooms with a variety of learning styles and abilities, and as teachers, we work diligently to meet the needs of each student. It is easy to provide extra time on assignments, additional learning support or using assistive technologies is easy in our face-to-face classrooms. However, what happens when students try to access our materials in the digital classroom? In this online professional development course you will learn effective strategies and best practices for making your digital classroom accessible to all students. Topics include:

  • What is Accessibility?
  • Why is Accessibility important in the digital classroom?
  • Where does inaccessible content hide in my digital classroom?
  • How can I apply accessibility best practices with students?
Three elementary students viewing a tablet computer.

ICTI-210: Digital Literacy and Citizenship in the K-5 Classroom

As young children begin to use technology tools to find and share information or communicate with others, it is critical that we teach them how to navigate the Internet safely. They must also learn to act ethically and responsibly when working online to develop necessary skills. Participants in this online technology training course will evaluate current practices, research the importance of digital citizenship on 21st century learners, and develop lessons that incorporate digital literacy into the K-5 classroom. Topics include:

  • Defining the themes of digital citizenship
  • How digital citizenship impacts the 21st century learner
  • How to model best practices in digital and media literacy
  • Rights and responsibilities of a digital citizen
  • Digital literacy in the K-5 classroom
High school students conversing in a computer lab.

ICTI-220: Digital Literacy and Citizenship in the 6-12 Classroom

The technology of today allows young adults to learn, share, and explore in exciting new ways. While digital natives regularly use technology to communicate, collaborate, and produce digital content, many are unaware of the lasting impacts of posting online or how to be a critical consumer of online information. Participants in this online technology course will evaluate current practices, research the impact of digital literacy and citizenship on students, and develop lessons focused on incorporating digital citizenship training into the 6-12 classroom. Topics include:

  • Defining 21st century literacies
  • How digital citizenship impacts the 21st century learner
  • How to model best practices in digital and media literacy
  • Safe and appropriate technology use
  • Safe communication and collaboration in a global community
Four students collaborate on a project.

ICTI-230: Project-Based Learning (6-12)

The practice of “learning by doing” offers students hands-on, authentic learning experiences that require critical thinking and problem-solving skills. Project-based learning allows students to become active in their learning by asking meaningful, real-world questions and exploring potential solutions to problems. This engagement helps students make connections between school and the challenges they will face in college or future careers. Topics include:

  • Defining Project-Based Learning (PBL).
  • Evaluating PBL as an effective practice in 6-12 classrooms.
  • Examine effective PBL examples in secondary classrooms.
  • Understanding the steps to develop a PBL lesson/unit plan.
  • Creating a PBL unit for 6-12 learners.
Split illustration of a classroom and a student working individually on a home laptop.

ICTI-240: Blend and Flip: Creating a Student-Focused Classroom

Blended and flipped learning shifts the focus of classroom instruction from traditional, lecture-style delivery to student-centered learning. These models provide opportunities to meet individual student needs and encourage students to take ownership of their own learning. In this course, you will utilize digital resources to create a unit of study for your classroom. Topics include:

  • Exploring blended and flipped learning pedagogy.
  • Identifying the pillars of blended and flipped learning models.
  • Examining the implications to teaching and learning.
  • Discussing the benefits and challenges of a blended or flipped classroom.
  • Exploring resources for creating blended/flipped classrooms.
Infographic collage.

ICTI-260: Infographics for Teaching and Learning Classroom Content

The old adage tells us that a picture is worth 1000 words, but when you combine pictures, graphics, text, and data, you get a valuable educational tool. Infographics create clear and appealing visualizations of important concepts, critical knowledge, collections of data, or a summary of information. Used in the classroom, these clever creations can be a wonderful addition to teaching and learning! Topics include:

  • Creating effective infographics with a variety of tools.
  • Developing infographics to convey information.
  • Using infographics to analyze data.
  • Utilizing infographics to summarize learning
videogame controller

ICTI-280: Game-Based Learning 1: Using Digital Games in the K-12 Classroom

Looking for ways to engage and motivate today’s learners? Current research reveals that close to 91% of learners play video games, and that number is on the rise. In this course, participants will learn more about game-based learning pedagogy and how to select, test, and effectively utilize digital game-based learning resources that balance content knowledge with gameplay to create fun, game-based learning objects for classroom use. Topics include: 

  • Defining game-based learning and related terminologies.  
  • Strategies for applying game-based learning pedagogy in the classroom. 
  • Exploring and evaluating available digital game-based learning tools resources. 
  • Lesson planning and standards alignment with game-based learning objects. 
Stylized illustration of a sunrise.

Coming Soon

Courses currently in development:

  • Technology Integration and Teacher Evaluation
  • 3D Printing in the K-12 Classroom
  • Computational Thinking and Problem Solving
  • Data Types and Structures
  • Computer Hardware, Software, and Networking

FCIT Newsletter

Each month FCIT publishes a newsletter with short articles on teaching and learning with technology, using digital content in the classroom, and professional development for technology integration. Subscribe today! The subscription form will open in a new window. When you have subscribed, you can close the new window to return to this page.