Evidence of the ISTE Standards for Educators Leading to Learning Gains

Autor/in	Crompton, Helen
Titel	Evidence of the ISTE Standards for Educators Leading to Learning Gains
Quelle	In: Journal of Digital Learning in Teacher Education, 39 (2023) 4, S.201-219 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crompton, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2023.2244089
Schlagwörter	Standards; Technology Uses in Education; Technology Integration; Academic Achievement; Achievement Gains; Educational Technology; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Standard; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulleistung; Achievement gain; Leistungssteigerung; Unterrichtsmedien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01