This modified e-Delphi study sought to gain consensus from a group of K-12 educational professionals on the intersection between essential components of connectivism, the next-generation digital learning environment, and the substitution, augmentation, modification, and redefinition model. Twelve participants, each having a minimum of five years of experience in K-12 education, participated in the study. The results of this study suggested that all components from the learning theory of connectivism, the concept of the next-generation digital learning environment, and the substitution, augmentation, modification, and redefinition model are essential to include in future technology-focused professional development for K-12 educators to inform pedagogical interaction in the 21st-century classroom, prepare students for future careers, and help close the digital divide. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]