Technology Integration and Teachers’ Professional Knowledge with Reference to International Society for Technology in Education (ISTE)-Standard: A Causal Study

Rabia Aslam,Najmonnisa Khan,Ushaque Ahmed

doi:10.22555/joeed.v7i2.31

Abstract

It is becoming a new trend in developing countries to integrate ICT effectively in the teaching-learning process inside or outside the classroom to boost teachers’ professional knowledge (TPK). The present study addresses the technology integration relationship with TPK according to the International Society for Technology in Education (ISTE-2008) Standards for Teachers in private secondary schools of Karachi. TPK was categorized as 2 standards of ISTE-2008 i.e. enhance creativity in students and design digital-age assessment. 120 teachers from 12 private secondary schools of Karachi were selected based on a simple randomsampling technique. For the collection of data, a teacher survey questionnaire was used that was designed to gain information on their level of ICT integration and their professional knowledge according to the ISTE-2008 Standards. Data was collected through questionnaire distribution and analyzed through SPSS. Based on ANOVA results, the overall model was significant because the F value was greater than 2 and the significant value was less than 0.05. A strong significant correlation was found between ICT integration and TPK. Strong and moderate significant correlation of ICT integration with teachers’ ability to enhance creativity and design digital-age assessment was found respectively. ICT integration explained 32% of the variance in teachers’ professional knowledge. The integration of ICT with ISTE-standards is highly recommended for the teachers.

Highlights

Society is stratified and unequal with regards to media and digital literacy; communication skills and critical thinking essential to evaluate information; a knowledge, and an information gap; participatory inequalities and collaboration (Radovanovic, 2011)
The ISTE-2008 Standards for teachers, which is known as the National Education Technology Standards (NETS), are recognized and adopted throughout the world
2 private secondary schools from each district of Karachi region were chosen based on cluster random sampling technique 10 teachers from each school were selected by using a simple random sampling technique so, the overall sample was comprised of 120 private secondary school teachers

Summary

Introduction

Society is stratified and unequal with regards to media and digital literacy; communication skills and critical thinking essential to evaluate information; a knowledge, and an information gap; participatory inequalities and collaboration (Radovanovic, 2011). Educators need to be knowledgeable and have an understanding of the significance of developing 21st-century skills, including information and communications technology (ICT) literacy to assist in focusing these inequalities in the schools (Warschauer & Ware, 2008). The ISTE-2008 Standards for teachers, which is known as the National Education Technology Standards (NETS), are recognized and adopted throughout the world. They are used for twenty-first-century learning and teaching, setting a standard of excellence by incorporating technology and effective learning practices (Garcia, 2018; Sam, 2011)

Methods

Results

Discussion

Conclusion