Document Type

Article

Publication Date

2024

DOI

10.1007/s11528-024-00973-y

Publication Title

TechTrends

Volume

68

Issue

4

Pages

711-722

Abstract

Technology has become commonplace in K-12 classrooms with students actively using digital technology to support learning. The purpose of this study was to investigate whether there is empirical support that implementing the ISTE Standards for Students can result in learning gains. A scoping review methodology was used to map extant literature to evidence of learning gains. To ensure transparency in the selection of the articles and the evidence gathering procedure, an a priori method was used. This study is unique in that it provides the first examination of a set of student standards for technology use to learning gains within empirical articles. The findings reveal that there is evidence that all seven of the standards can lead to learning gains. This study is helpful in providing direction and guidance for all, such as educational leaders, teachers, administrators, researchers and policy makers who are looking for a roadmap for effective technology integration that leads to student success.

Rights

© 2024 The Authors.

This article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original authors and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Data Availability

Article states: "The data that support the findings of this study are available from the author upon reasonable request."

Original Publication Citation

Crompton, H., & Burke, D. (2024). The nexus of ISTE standards and academic progress: A mapping analysis of empirical studies. TechTrends, 68(4), 711-722. https://doi.org/10.1007/s11528-024-00973-y

ORCID

0000-0002-1775-8219 (Crompton), 0000-0002-8214-0386 (Burke)

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