National Educational Technology Standards Research Articles

The sustainability of technology-aided leadership adoption among school leaders: If it could ever be this real forever

The 21st century has become a challenging moment for all sectors including education. The rapid advancement of technology has brought a huge impact to leadership style among school leaders in Malaysia. Hence, this quantitative identified the level of technology-aided leadership and analyze the behavioral constructs that contribute to technology-aided leadership. A total of 365 questionnaires adapted from the national educational technology standards for administrators (NETS-A) were answered by respondents. statistical packages for social sciences (SPSS) version 26 and Smart PLS 3 were used to analyze the data. Interestingly, the results revealed that the level of technology-aided leadership is high and the six constructs of technology-aided leadership among principals are valid. The constructs are i) Productivity and professional practice; ii) Teaching and learning; iii) Social, legal, and ethics; iv) Leadership and vision; v) management support and operations; and vi) Assessment and evaluation. In general, school leaders should take the opportunity to develop themselves to become high-tech leaders. Meanwhile, the 31 indicators that are verified in this study can be used to evaluate the behavior of technological leadership. Finally, further research is strongly encouraged to enlarge the scope by collecting the data from all Malaysian states to obtain more accurate and generalizable results.

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.

Application of National Education Technology Standards as Perceived by Nursing Students and Its Relation to Their Problem Solving Skill during COVID 19 Disaster

With the emergence of COVID 19 disaster, dependence on technological and electronic learning is increasing. National Education technology standard has a great impact on improving students' skills. One of these skills is problem solving which is very crucial to nurse student to be prepared to be professional nurse. This study sought to assess application of national education technology standards as perceived by nursing students and its relation to their problem solving skill during COVID 19 disaster. The study adopted a descriptive correlational design using a convenience sample (N = 218) of all fourth nursing students who accept to participate in the study at Faculty of Nursing, Menoufia University. The instruments used to gather the data were developed questionnaire by researchers to assess application of national education technology standards, and problem solving skill questionnaire. The results show that the majority of nursing students have high level of perception regarding application of these standards. Moreover, the high percentage of nursing students had high level problem solving skill, and there was a positive moderate correlation between total score national education technology standards, and total score problem solving skill. Based on the findings, it is very important to ensure application of national education technology standards for teaching staff and administrative system. Moreover, Periodic updates and training on the new changes in education technology for both nursing students and teaching staff.

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

Understanding Teacher's Perspectives in Media Literacy Education as an Empowerment Instrument of Blended Learning in Early Childhood Classroom

The Influence of Principals' Technology Leadership and Professional Development on Teachers’ Technology Integration in Secondary Schools

Purpose – The aim of this study was to identify the level of Principals’ Technology Leadership and its five constructs namely Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement, and Digital Citizenship in schools. In addition, the relationship between Principals’ Technology Leadership and Teachers’ Technology Integration was measured. Besides that, the effect of Professional Development as a moderator of the mentioned relationship was also investigated. Methodology – Systematic random sampling was carried out to select 90 principals and 645 teachers from National Secondary Schools in Kedah, Malaysia in this cross-sectional survey. The Principals Technology Leadership Assessment (PTLA) which is based on National Education Technology Standards –Administrator, NETS-A (2009), and Survey of Technology Experiences’ were administered to principals, while the Learning with ICT: Measuring ICT Use in the Curriculum Instrument was administered to the teachers. Findings – The study showed that there was a significant relationship between Principals’ Technology Leadership and Teachers’ Technology Integration. Furthermore, Professional Development had a significant effect on the relationship between the two variables.Significance – Professional development emphasising ICT must be carried out for school principals so that they can become technology leaders and motivate teachers to integrate technology in the classroom to prepare students as skilled workers for Industrial Revolution 4.0.

ICT Competencies among School Teachers: A Review of Literature

The rapid development of information and communication technology (ICT) in education has attract the interest of the Malaysia's Ministry of Education. Ministry aims to have all teachers received ICT training and to integrate ICT in teaching and learning in the classroom. Teachers as the driving force for ICT literate society must prepare themselves with knowledge and skills in ICT. Different competency among teacher in mastering the skills and knowledge of ICT requires a benchmark to help them to know their personal ability. National Educational Technology Standards for Teachers (NETS-T) recommended by the International Society for Technology in Education (ISTE) is a benchmark that can support and enhance teaching and learning in education. This paper attempts to examine the relevant literature review of ICT competency of teachers in the country and abroad. Teachers who successfully meet NETS-T should be a guide to others while any criticism should make changes for the better.

ICT Competencies among School Teachers: A Review of Literature

The rapid development of information and communication technology (ICT) in education has attract the interest of the Malaysia's Ministry of Education. Ministry aims to have all teachers received ICT training and to integrate ICT in teaching and learning in the classroom. Teachers as the driving force for ICT literate society must prepare themselves with knowledge and skills in ICT. Different competency among teacher in mastering the skills and knowledge of ICT requires a benchmark to help them to know their personal ability. National Educational Technology Standards for Teachers (NETS-T) recommended by the International Society for Technology in Education (ISTE) is a benchmark that can support and enhance teaching and learning in education. This paper attempts to examine the relevant literature review of ICT competency of teachers in the country and abroad. Teachers who successfully meet NETS-T should be a guide to others while any criticism should make changes for the better.

Technology Leadership in Malaysia's High Performance School

Headmaster as leader of the school also plays a role as a technology leader. This applies to the high performance schools (HPS) headmaster as well. The HPS excel in all aspects of education. In this study, researcher is interested in examining the role of the headmaster as a technology leader through interviews with three headmasters of high performance schools. Various topics related to technology leadership among headmaster have been discussed based on National Educational Technology Standards for Administrators (NETS-A) 2009 recommended by International Society for Technology in Education (ISTE). From the conversation, the headmaster of HPS have played their leadership role of technology in schools by meeting the various components of NETS-A. In terms of challenges, the online internet is a major obstacle to promoting the use of ICT in the school. The hard work and effort by the headmaster of HPS in the field of ICT has shown a good result and outcome. The headmaster of other schools should have to emulate the great efforts HPS headmasters to create a generation of young literates.

Investigating the Relationship Between TPACK and the ISTE Standards for Teachers

Technology is rapidly changing American classrooms. This has profound implications for teacher preparatory institutions seeking to ready pre-service teachers to thrive in technology-integrated environments. Two frameworks have been developed that aide teacher-educators in designing programs that help pre-service teachers integrate technology during their instruction. The first, titled, Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006), primarily emphasizes what effective technology integrators know. The second, titled, the National Education Technology Standards for Teachers (International Society for Technology in Education, 2008), primarily emphasizes what effective technology integrators do. To this point, little progress has been made determining if relationships exist between these frameworks. This study explores the existence of a relationship between pre-service teachers’ Technological Pedagogical Content Knowledge levels and their technology proficiencies described by the National Education Technology Standards for Teachers. https://dx.doi.org/10.2458/azu_itet_v4i1_desantis

Administrator Insights, Evaluation, and Support of New Teacher Use of Educational Technology

Since the advent of educational technology educators have been faced with the challenge of transforming instruction with the goal of providing significant experiences that match 21 st century learner needs. While training and professional development have been offered to help prepare teachers, research suggests the continued existence of a digital divide even among new teachers who move from the pre-service stage into the classroom. This is a cause for concern. The question is what are administrators’ thoughts on this issue and what types of educational resources and support are provided to help new teachers in order to help them feel more ready to integrate technology in their teaching when they enter into school employment? The purpose of this qualitative study is to explore principals’ insights on new teacher preparedness to integrate technology and examine the ways in which schools are providing support to help novice instructors meet the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and Performance Indicators for Teachers. The results of this study have implications for the training of teachers, and the development and implementation of school and district-wide technology initiatives that promote and support teacher use of educational technology in teaching and learning.

The Relationship between Principals’ Technology Leadership and Teachers’ Technology Use in Malaysian Secondary Schools

The aim of the study is to examine of technology usage in Malaysian secondary schools and the influence of principals on technology use. This study focuses on principals’ technology leadership behavior according to the National Educational Technology Standards for Administrators (NETS-A). The sample for this study consisted of 115 principals from public schools in Kedah, Malaysia. Two survey instruments were used in this study. First, the Principals Technology Leadership Assessment PTLA survey is to measure the independent variable, Principals’ Leadership Behaviour. Secondly, a TTU (Teachers Technology Use) to measure teachers’ technology use in schools. The relationship between PTLA and TTU was measured using a simple linear regression analysis. The study revealed that the PTLA was not found to be a good predictor of school technology use, F(1, 83) = 12.48, p < .0005 and principals’ technology behavior accounted for 12.1% of explained variability in teachers’ technology use in the classroom. The regression equation is as follows: Teachers’ Technology Use (TTU) = -0.825 + 0.037 (PTLA score). Thus the equation shows that one unit of change in PTLA score could increase the teachers’ technology use by .04. Finally, the implications for principals as well as teachers are discussed.

Measuring Information and Communication Technology Literacy using a performance assessment: Validation of the Student Tool for Technology Literacy (ST2L)

This paper reports the validation scores of the Student Tool for Technology Literacy (ST2L), a performance-based assessment based on the National Educational Technology Standards for Students (NETS*S) used to measure middle grade students Information and Communication Technology (ICT) Literacy. Middle grade students (N = 5884) from school districts across the state of Florida were recruited for this study. This paper first provides an overview of various methods to measure ICT literacy and related constructs, and provides documented evidence of score reliability and validity. Following sound procedures based on prior research, this paper provides validity and reliability evidence for the ST2L scores using both item response theory and testlet response theory. This paper examines both the internal and external validity of the instrument. The ST2L, with minimal revision, was found to be a sound measure of ICT literacy for low-stakes assessment purposes. A discussion of the results is provided with emphasis on the psychometric properties of the tool and some practical insights on with whom the tool should be used in future research and practice.

Implications of What Children Know About Computer Passwords

The purpose of this aricle is to present several implications and recommendations regarding what elementary school children, aged 9–12 years, know about computer passwords and what they know about why computer passwords are important. Student knowledge can then be used to make relevant curriculum decisions based in conjunction with applicable state and national standards. Weak computer password construction, use, and knowledge have been identified as areas of high risk for data security. By identifying what children know about passwords, an appropriate curriculum can be designed to help children develop strong password habits that will minimize unauthorized data access via computer technology. This is especially important because elementary school children today will become industry computer users tomorrow. By instilling appropriate computer password habits in children today, curriculum can be designed to follow them through the education experience and into industry. Relevant standards from the International Society for Technology in Education (ISTE), ISTE National Educational Technology Standards for Students (NETS•S), and the Association for Computing Machinery's Computer Science Teachers Association K–12 (CSTA K–12) are referenced.

Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender

This research examines student information and communication technology (ICT) literacy and its relationships to a student’s socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology Literacy (ST2L), a performance-based assessment of ICT literacy skills based on the 2008 National Educational Technology Standards for Students (NETS.S). Results show a digital divide between low and high SES, white and non-white, and female and male students on all measures of the ST2L. Specifically, high-SES, white, and female students outperformed their counterparts. The results provide compelling evidence of a digital divide within Florida schools. The article discusses the implications of the findings for practice and future research.

Skill level of Web 2.0 technology applications of certified educators and the link to ISTE/NETS Standards

The research study was designed to examine the degree of perceived skill level of utilizing Web 2.0 technology applications among certified education professionals. In addition, this research study was designed to examine differences among various groups as well as reasons for these differences. Furthermore, the Web 2.0 applications presented in the survey were linked to the International Society for Technology in Education’s National Educational Technology Standards and presented to participants to increase knowledge of Web 2.0 technology applications. The population included all certified education personnel at 34 schools. The perceived skill level of business educators as compared to all educators was significant and the overall sum score mean was one of the highest reported in this study. All educators reported a higher skill level for events and social networks. Business educators perceived a higher skill level for cloud computing; whereas cloud computing was a reported lower skill level for overall certified participants.

NETS•A Scholarship

To date, no systematic analysis of the current body of literature has aimed to understand the extent to which school technology leadership is being investigated. This review of the literature presents a content analysis of articles published from 1997 through 2010 housed in the Education Resource Information Center (ERIC) database on the topic of school technology leadership. We structured and conceptually framed our analysis around the National Educational Technology Standards for Administrators (NETS•A). Based on our content analysis, 37 articles had any focus on technology leadership as defined by the NETS•A. Although we found all indicators of the standards were covered to some degree, there was a glaring lack of in-depth research around this topic. In fact, nearly 68% of the articles were simply descriptive in nature. We determined that Standard 4: Systemic Improvement and Standard 5: Digital Citizenship were least studied in the current body of literature. We conclude that more scholarly efforts need to focus on topics germane to the technology standards for school leaders.

Examining the Phenomenon of Information Society by Exploring the Use of Information Technology in Education

This study attempted to examine the phenomenon of information society in education by exploring pre-service teachers' use of technology. Pre-service teachers from the USA and Korea participated in the study. Surveys and interviews were conducted to collect the data. The NET and ISST which are the national educational technology standards for each country were used as survey instruments. Focused interviews were conducted with 10 participants after analyzing the data for collecting more information. Based on the study results, technology is not deeply infused into education yet and the degrees of technology infusion were different in two countries. The participating pre-service teachers were not quite confident in their abilities to integrate technology into their lessons.

Assessing NETS • T Performance in Teacher Candidates

To effectively integrate digital technologies in K–12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS•T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS•T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS•T.

The Preservice Technology Training Experiences of Novice Teachers

The researcher designed this qualitative study to identify and explore the preservice technology training experiences of novice teachers and examine their perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS.T). The researcher collected data by following an instrumental case study design utilizing semi-structured interviews, documents, and field notes. Simultaneous collection and analysis of the data helped the researcher to create a deeper understanding of the technology training experiences of novice teachers. The findings were organized into major themes that facilitated interpretation through the lens of ISTE’s Essential Conditions for Implementing NETS for Teachers (ISTE, 2000b). The data analysis revealed three major themes: (a) a disconnect between technology training and other aspects of teacher training, (b) a lack of content-area relevance, and c) inadequate retention and transfer.

Building 21st-Century Teachers: An Intentional Pedagogy of Media Literacy Education

High-quality teacher education requires a complex body of knowledge, skills, and dispositions. This article identifies media literacy education as an intentional and essential framework in which to catalyze essential knowledge, skills, and dispositions for 21st-century teacher preparation. The multidimensional nature of media literacy education renders it a meaningful framework with which to contextualize the pursuit of technological proficiency, promote pedagogical excellence, and to magnify the democratic ideals and purposes of public education in the United States. This article aligns the National Educational Technology Standards for Teachers, principles of democratic education, and provides sample pedagogical skills essential to media literacy education.