Developing instructional technology standards for educators: A design-based research study

Abstract

Digital technologies are key tools that can be used to extend and enhance teaching and learning. However, empirical evidence show educators are unclear how to integrate technology and it is often used to support past teaching practices. Designbased research (DBR) involving a grounded theory design was used to construct a set of seven detailed education technology standards to provide guidance on how technology should be integrated and a set of 24 examples as indicators of these standards. This DBR mixed methods approach involved 2429 participants and gathered data from focus groups, surveys, and interviews. The DBR involved two macro cycles of design, implementation, analysis, and revision within the development of the standards. These standards are unique as they are the first empirically developed instructional technology standards for educators.

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