The use of existing and emerging technologies in teaching modalities and learning spaces provides the opportunity to present subject-area content using devices, programs, and modalities in more authentic ways that promote higher order thinking and promote long-term concept retention. In the last decade, advances in artificial intelligence (AI) have resulted in the development of augmented, mixed, and virtual reality programs that enable end-users to interact with content in third and fourth dimensional interactive spaces that in many instances is meant to mimic human-to-human interactions. The transformation beyond traditional human-to-human teaching and learning has resulted in unforeseen digital side effects such as semantic cognitive disconnect between traditional teaching and learning as reimagined in digital environments, which can negatively impact desired student learning outcomes (SLOs). This article presents an empirical primer using the Technological, Pedagogical, and Content Knowledge (TPACK, Mishra & Koehler, 2006) and the Johari Self-Perception Window (Luft & Ingham, 1955) as contextualized within Vygotskian (1978) object/other to self-regulation cognitive progression through the zone of proximal development (ZPD) as theorized in sociocultural theory (SCT) to explicate a student's digital positionality and proximal perceptions when traditional teaching and learning is reimagined using AI-driven platforms. The importance of aligning such frameworks when planning instruction is particularly relevant for teachers when conceptualizing courses and SLOs that include the use of existing and emerging technologies to introduce and evaluate subject-specific content. The authors include ten best practice suggestions that align with the proposed models.