International Society For Technology In Education Research Articles

STEAM: Momentous Approach of Teaching Learning

Globally, learning approaches that mingle various scientific fields are in great need today in education form to improve the product of education. The International Society for Technology in Education (ISTE) requires institutional education to acclimatize to rapid technology and train students to compete internationally by using e-learning medium in the classroom. The purpose of the study is to support every argument about STEAM education. The method used is previous studies based on STEAM. Data is collected through articles based on STEAM, STEAM education, and learning models based on STEAM. Databases used for searching include, Elsevier, Emerald, Springer, Research Gate, Academia Edu, Google Scholar. The result of the study is that STEAM builds human assets who can think critically, logically, and systematically and have universal competitiveness. Implementing STEAM based pedagogical learning in education enables students to comprehend the importance of integrating various disciplines. Moreover, learners can progress their logical thinking through STEAM approach, it will provide inclusive opportunities for students to practice their thinking skill, experiential learning.

The Degree of Practicing Technological Competencies by School Principals in Jordan in the Light of the Standards of the International Society for Technology in Education (ISTE) and its Relation to the Organizational Creativity from their Point of View

Objectives: This study aims to investigate the extent to which school principals in Jordan practice technological competencies in light of the International Society for Technology in Education (ISTE) standards, and to explore their organizational creativity from their perspective. Additionally, the study examined the relationship between technological competencies and organizational creativity. Methods: Descriptive and correlational methodologies were employed to address the study's questions. The study tools were applied after verifying their validity and reliability on a sample of 331 school principals in Jordan. Results: The study's results revealed that the degree of practicing technological competencies and organizational creativity was high among the study sample. There was a statistically significant relationship between the practice of technological competencies and organizational creativity, with a Pearson correlation coefficient of (.627), considered moderate. Conclusions: The study recommends that school principals enhance and develop their technological competencies in accordance with the ISTE standards, as it contributes to improving their organizational creativity, leadership capabilities, and the empowerment of schools, connecting them to the digital world. The study's findings open up avenues for further research on the impact of suggested variables, such as the number of technology-related training courses and the learning environment, whether governmental or private, on the relationship between technological competencies and organizational creativity.

A Framework for Approaching AI Education in Educator Preparation Programs

In recent years, the rapid advancement of artificial intelligence (AI) has fostered an urgent need to better prepare current and future educators to be able to integrate AI technologies in their teaching and to teach AI literacy to PreK-12 students. While many organizations have developed professional learning opportunities for inservice educators, a gap remains for resources specifically designed for those facilitating and enrolled in Educator Preparation Programs (EPPs). In response to this gap, the International Society for Technology in Education (ISTE) launched its first AI Explorations for EPPs Faculty Fellowship. As a result of the Faculty Fellows’ collaboration, this paper articulates a framework of seven critical strategies with the potential to address the urgent need EPPs have in preparing preservice teachers to effectively integrate AI-powered instructional tools and to teach this new area of content knowledge in PreK-12 classrooms. In addition, we provide a review of literature and an overview of the emerging needs for integrating AI education in EPPs. We demonstrate why support for preservice teachers’ critical examination and application of AI, including a focus on the issues of equity, ethics, and culturally responsive teaching, is essential to their later success in PreK-12 classrooms. Recommendations for further research and learning are also provided to promote community-wide initiatives for supporting the integration of AI in education through Educator Preparation Programs and beyond.

Impact of Principals' Informatization Leadership Practices to Advancement in a China Vocational School

This study aims to explore teachers’ evaluations of principals’ information leadership and the relationship between evaluation factors. Through questionnaires and face-to-face interviews with teacher respondents, their views and opinions on principals’ information-based leadership practices were collected. First, principals’ information leadership practices were assessed through the International Society for Technology in Education (ISTE) Standards for Educational Leaders, including Equity and Citizenship Advocate, Visionary Planner, Empowering Leader, Systems Designer, and Connected Learning or other aspects. Secondly, statistical analysis methods were used to compare whether there were significant differences in the average scores of different teacher respondents' evaluation of principals' information leadership, and to explore the relationship between evaluation factors. The results show that there are certain differences in teachers' evaluations of principals' information leadership, with factors such as leadership style and vision, IT investment and resource allocation, IT governance practices and policies receiving focus. In addition, the study found that there is a certain correlation between teachers' evaluation of their supervisor's information leadership practices and influencing factors. Finally, based on the research results, recommendations for management development plans are put forward to further improve the school's informatization level and leadership. This study can provide useful reference for school administrators and promote the development and practice of information leadership.

The Degree of Practicing the Standards of the International Society for Technology in Education by Faculty Members in Jordanian and Palestinian Universities

The goal of this study was to evaluate how closely Jordanian and Palestinian university professors follow the recommendations of the International Society for Technology in Education (ISTE). Researchers analyzed a population of all academic staff members teaching at private or public universities in Jordan and Palestine using a descriptive-analytical methodology. A sample of 358 persons was chosen. The questionnaire was distributed and assessed the degree to which faculty members in Jordanian and Palestinian universities adhere to the ISTE requirements. It was found that the degree of adherence to the ISTE standards by faculty members in Jordanian and Palestinian universities was very large. However, it was found that there were no statistically significant differences at the level (α≤0.05) in the degree of adherence to the ISTE standards by faculty members in Jordanian and Palestinian universities according to the variables (country and type university). the study identified a number of recommendations for enhancing Palestinian universities, including scholars, professors, and administrators, complies with the standards established by the International Society of Technology. The report also suggests using technology into the teaching and learning process more.

International Society for Technology in Education (ISTE) Standards For EFL Students as 21st Century Skills

This survey research aimed at investigating International Society for Technology in Education (ISTE) Standards of EFL Students in an English Education Department at a university in Pekanbaru, Riau. The method used was descriptive quantitative which involved 121 samples. The samples were selected by using random sampling technique from third, fifth, and seventh semesters. The questionnaire adopted from Hazamayeh (2021) used as the main instrument to collect the data. The data was analyzed by using descriptive statistics (the sum of score, mean and standard deviation) which then interpreted descriptively. The study revealed that the students’ mean of ISTE Standards reached 3.92 which was categorized into a Moderate level. It was measured by calculating the avarage score of the ISTE six indicators namely Creativity and Innovation; Communication and Collaboration; Research and Information Fluency; Critical Thinking, Problem Solving and Decision Making; Digital Citizenship; and Technology Operations and Concepts. This “Moderate” level indicates that the EFL students are still in on going process to maximize their ability to use technology as a means of learning.

STEAM Education

The International Society for Technology in Education (ISTE) requires institutional education to adapt to rapid technology and prepare students to compete internationally by using e-learning media in the classroom. The purpose of the study's literature is to strengthen every argument about STEAM education. Support argument required originating data source from secondary data. The method used in this research is the study literature method. Data collection techniques through collecting articles on STEAM, STEAM education, and technology in the learning process. Databases used for journal searches include Elsevier, Emerald, Springer, Research Gate, Academia Edu, Google Scholar, and Publish or Perish. The validity test of the data through several stages. The process starts with data collection, reduction, presentation, and withdrawal conclusion. The result of this study is that STEAM builds human resources who can think critically, logically, and systematically and have global competitiveness. Implementing STEAM education enables students to understand the importance of integrating multiple disciplines. Moreover, learners can improve their logical thinking and provide comprehensive opportunities for students to practice their thinking skills.

Evidence of the ISTE Standards for Educators leading to learning gains

The International Society for Technology in Education (ISTE) empirically designed and published educator standards to provide a roadmap for educators on effective technology integration. The purpose of this further study was to determine what empirical evidence demonstrates that the educator practices have a positive impact on student learning. Using a scoping review methodology, a transparent protocol was used for searching, identifying, and selecting articles that map to the practices within the ISTE Standards. The findings of this study reveal that all the practices in ISTE educator standards led to learning gains. This study is important for researchers, practitioners, funders, and policymakers as it provides empirical evidence that the technology practices within the ISTE Standards lead to student learning gains.

Teachers' Practices to Improve Preschoolers' Digital Citizenship According to the International Society for Technology in Education (ISTE) Standards

Teachers' Practices to Improve Preschoolers' Digital Citizenship According to the International Society for Technology in Education (ISTE) Standards

A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States.

Before the COVID-19 pandemic, schools had been adopting digital instruction in many parts of the world. The concept of digital literacies has also been evolving in complexity alongside the digital technologies that support it. However, little is known about what guidance available to support various levels of government in supporting digital literacies alongside digital instruction in local schools. The purpose of this study was to determine what guidance for digital literacies U.S. state departments of education had made available through their websites to local schools just prior to the onset of the pandemic. Using qualitative content analysis techniques, digital literacies guidance information was located on U.S. state departments of education websites and analyzed. Most states did not indicate that they used guidance from professional organizations about digital literacies. The 16 states that did have guidance used standards from the International Society for Technology in Education (ISTE), which have not been positioned by the organization as digital literacies standards, but instead reflect traditional understandings of Information Computing Technology (ICT). Implications of this study highlight potential strategies educational ministries might use to acknowledge and support digital literacies.

EFL TEACHING AND THE ISTE DESIGNER AND FACILITATOR STANDARDS: AN EXPLORATORY OUTLOOK

Nowadays, scholars and researchers adhere to the prominent role information and communication technologies (ICT) play in education, particularly in language teaching. The International Society for Technology in Education (ISTE) has developed a set of standards that provide a framework for developing digital competencies among educators, students, administrators, coaches, and computer science teachers. In light of ISTE standards for educators, the present paper probes the roles teachers play with special reference to the designer and facilitator standards. The target population are EFL Moroccan high school teachers who work in the private sector in the Directorate of Marrakesh, Morocco. Through a quantitative analysis, findings indicate that the teachers in question generally fulfill their roles as ICT designers and facilitators. They adopt technology as a buttressing tool to install a learning-favorite environment. Plainly enough, they use technology-enhanced activities that promote student-centered learning. To a lesser degree, they facilitate collaborative learning and encourage the students to act globally by getting them engaged with the real world through technology. Likewise, this study discloses the existence of a symmetrical relationship between the mastery of internet/computer skills and the use-effectiveness of ICT tools, such as the interactive board and the data shown. In this respect, this study accentuates how adequate training and professional development-bound upskilling can truly promote the target EFL teachers’ digital competencies and help them live up to their roles as ICT designers and facilitators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0967/a.php" alt="Hit counter" /></p>

Topics, author profiles, and collaboration networks in the Journal of Research on Technology in Education: A bibliometric analysis of 20 years of research

Published articles within the Journal of Research on Technology in Education (JRTE) report on original research and include project descriptions, evaluations, literature syntheses, assessments, and theoretical or conceptual positions. These works inform the field of educational technology related to teaching and learning. As the flagship journal for International Society for Technology in Education (ISTE), JRTE (previously JRCE) is a major research outlet for academic research centered around practical application of technology across educational contexts. Using the Scopus database, I retrieved 440 JRTE research articles from 2001 through 2020. In this article, bibliometric methods are used to explore trends in JRTE. Findings of this study provide a comprehensive overview on articles on practitioner-focused educational technology in teaching and learning over the past 20 years.

Malaysian Language Teachers' ICT Competencies

This study was conducted to determine the level of ICT competencies among Malaysian language teachers at both primary and secondary schools. The focus of this study was on four specific domains: 1) technological concepts and operational skills; 2) pedagogical skills; 3) professional skills; and 4) social, ethics, and security skills. These skills were developed based on the guidelines provided by the International Society for Technology in Education (ISTE). The sample comprised 761 teachers. The findings of the study showed significant differences (p<.05) between primary and secondary school teachers in their ICT competencies with significant differences in the domains related to technological concepts and operational skills and social, ethical, and security skills. However, there were no significant differences (p>.05) in terms of pedagogical and professional skills between primary and secondary school teachers.

Trends in 'Technology Leadership' Research in Education: Scoping Review

The rapid development of technology and the effective use of technology in education systems have revealed the concept of technology leadership. In this study, a total of 32 master's and doctoral dissertations on 'technology leadership' published in the National Thesis Center of Turkey (YÖKTEZ) between 2009-2020 were examined. PRISMA (2009) model was preferred in the selection of published thesis studies. This review was carried out using the Scopping Review method of Arksey and O'Malley (2005). In this direction, the scope of the research consisted of 28 master's and 1 doctoral thesis ‘in the field of education and training’, ‘the language of publication is Turkish’, which ‘has the conditions of publication and permission’. Of the examined studies, 26 were conducted using quantitative, 2 qualitative and 1 mixed research method. In the sample distributions in the studies, it is seen that there are 52% teacher participants and 24% administrator participants. When the findings of the studies were examined, it was determined that school administrators' self-efficacy regarding technology leadership, role perceptions and teacher views on technology leadership were the most researched dependent variables. In studies on ISTE (International Society for Technology in Education) and NETS-A (National Educational Technology Standards for Administrators) standards, it has been concluded that school administrators are seen as technology leaders. When the literature is examined, it is seen that the studies on technology leadership in education have increased in recent years, but doctoral studies are not sufficient in the general distribution.

Investigating the Incorporation of Digital Literacy and 21st-Century Skills into Postgraduate Students’ Learning Activities

Students in higher education institutions require digital literacy and 21st-century skills for their learning activities. Despite the reality of students born into digital technologies that have become increasingly integrated into learning activities, no studies have looked into the situation, particularly study in the context of postgraduate students. This study aims to determine the extent of Master of English Language Education (MELE) students’ incorporation of digital literacy and 21st-century skills within their learning activities. This study was carried out using a survey research method. The sample consisted of 34 MELE students from Jakarta State University enrolled in various gap years (2019-2021) in the Master English Language Education department. The data were collected using 24 questionnaire items. The instruments were employed based on the International Society for Technology in Education (ISTE) Student Standard and disseminated using Google Form. The findings revealed that most MELE students had a high level of digital literacy and 21st-century skills. However, some students marked themselves as having low levels on it. Thus, the researchers recommended that the students enhance their engagement with technology, incorporate 21st-century skills, and develop digital literacy according to today’s requirements for completing their learning goals.

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

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.

Scientific reasoning skills and patterns of use of Information and Communication Technologies. The case of the students of the Universidad de Santander (Valledupar, Colombia)

This research establishes the relationship that has had the development of the skills of scientific reasoning and the patterns of use of tools and resources of information and communication technology (ICT). For that, it is necessary to use Lawson Test and to have into account ICT National Standards for students that USA International Society for Technology in Education (ISTE) suggest. Also, this paper is tackled from a non-experimental design featuring a correlational – transectional range. The population consists of 2035 students from a higher education institution of the Colombian Caribbean coast. Besides, stratified random sampling is used defining, defining strata and a representative sample for academic programs. Personal survey was used to collect information. The existence of relationship between scientific reasoning skills and patterns of use of information and communication technology was confirmed.

The Degree of Achieving ISTE Standards among Pre-Service Teachers at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait from Their Point of Views

The aim of the study was twofold; first, to examine the degree of achieving International Society for Technology in Education (ISTE) standards among pre-service teachers at the college of basic education at the Public Authority for Applied Education and Training (PAAET) from their point of views and second, to examine differences in the pre-service teachers’ point of views of the degree of achieving ISTE standards based on their gender, age, major, academic year, their technological competence, their attitudes towards the use of technology, and their extent of technology use. A cross-sectional design was used; questionnaire instrument was designed and developed to collect data from the participants. The participants were student teachers enrolled in different classes in the summer semester in the academic year of 2018/2019 at the college of basic education at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait. Two hundreds and eighty three pre-service teachers completed the questionnaire. The results showed that the participants expressed positive perceptions of achieving ISTE standards. The results showed insignificant variations in pre-service teachers’ perceptions of the achievement of ISTE standards based on their gender, age, major, and academic year. Furthermore, the results showed that pre-service teachers’ perceptions of the achievement of ISTE standards had significant relationships with pre-service teachers’ attitudes towards the use of technology, pre-service teachers’ perceptions of their technological competences, and pre-service teachers’ extent of using technology. Based on the findings, set of recommendations for practice and for future research were provided.

Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

Technology Leadership Perceptions of Utah Elementary School Principals

The rapidly expanding use of technology in education requires principals to be prepared as technology leaders; however, many are not currently prepared for this role. It is crucial that principals are prepared in order to lead schools in successful technology integration and support. The primary purpose of this quantitative study was to determine the perceived level of technology leadership preparation of Utah elementary principals using the International Society for Technology in Education (ISTE) Standards for Administrators. The data for this study was collected from 129 Utah elementary school principals and the survey used the ISTE Standards for Administrators as the framework, and findings provide evidence that Utah elementary school principals are not adequately prepared to lead as technology leaders. (Keywords: technology leadership, principal, ISTE Standards for Administrators).