Evidence of the ISTE Standards for Educators leading to learning gains

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.

Keywords:

• ISTE standards
• technology standards
• teacher education

Disclosure statement

The author reports that there are no competing interests to declare.

Additional information

Notes on contributors

Helen Crompton

Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning (RIDIL) at ODUGlobal and a Professor of Instructional Technology, at Old Dominion University (ODU). She is also the Director of the Virtual Reality Lab at ODU. She draws from 30 years in education and a Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Crompton is on Stanford’s list of the top 2% of scientists in the world and she has received numerous awards in the USA and her home country England for her work in technology integration, including the SCHEV award for the Outstanding Professor of Virginia. She is a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank. Dr. Crompton’s CV and further information can be found here http://ww2.odu.edu/∼crompton/.