Document Type
Article
Publication Date
2023
DOI
10.1080/21532974.2023.2244089
Publication Title
Journal of Digital Learning in Teacher Education
Volume
39
Issue
4
Pages
201-219
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.
Rights
© 2023 the authors.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND 4.0) License.
ORCID
0000-0002-1775-8219 (Crompton)
Original Publication Citation
Crompton, H. (2023). Evidence of the ISTE standards for educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219. https://doi.org/10.1080/21532974.2023.2244089
Repository Citation
Crompton, Helen, "Evidence of the ISTE Standards for Educators Leading to Learning Gains" (2023). Teaching & Learning Faculty Publications. 229.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/229