A teacher friendly research document that explains the three dimensions of science including science and engineering practices, crosscutting concepts, and disciplinary core ideas. Each dimension is explained in depth within its own chapter. The disciplinary core ideas are grouped into major disciplines (i.e., Physical Sciences; Life Sciences; Earth and Space Sciences; Engineering, Technology, and Applications of Science). Each discipline is explained in a separate chapter. The report also describes developmentally appropriate learning progressions.

This microcredential is the first in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential, applicants demonstrate they have participated in learning experiences through examination and engagement of engineering design and the Science and Engineering Practices (SEPs).

This microcredential is the second in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate and ability to engage in the use of effective technological practices and standards to support engineering design and the Science and Engineering Practices (SEPs).

This microcredential is the third in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate an ability to identify and distinguish STEM models, identify knowledge and skills needed to effectively integrate STEM disciplines, explain research regarding disciplinary literacy, describe how promote appropriate student communication within engineering, and delineate instructional strategies that promote equitable access in STEM.

This microcredential is the fourth in the STEM for Teaching K-6 Technology and Engineering microcredential stack. This stack, when completed, meets Requirement Area #2 of the Elementary STEM Endorsement. Through this microcredential applicants demonstrate the ability to create effective student-centered learning environments and instruction with authentic connections with science and mathematics.

Standards for Technological and Engineering Literacy (STEL) provides an up-to-date roadmap for classroom teachers, district supervisors, administrators, states, and curriculum developers to promote technology and engineering education program development and curriculum design from Pre-K through twelfth grade.

TPACK is a technology integration framework that identifies three types of knowledge instructors need to combine for successful edtech integration—technological, pedagogical, and content knowledge.

The Triple E Framework is a useful extension of previous technology integration frameworks like SAMR (Puentedura, 2012), TPACK (Thompson & Mishra, 2007), and TIM (University of Florida 2005), which focus guidance on how teachers should design learning.