Design Learning Environment Based on ISTE Standards

The study aimed to design learning environment based on ISTE standards for students and computer science educators. For answering the questions of the study, the researchers adopted the descriptive approach, they Identified the ISTE standards and analyzed the content of instructional technology course based on ISTE standards for students and for computer science educators, then they designed learning environment based on this standard. The sample of the study consists of all students enrolled for an instructional technology course at the first semester 2017 in faculty of education in the Islamic University; the tool of the study was a content analysis to analyze and design the learning environment based on ISTE standards. The study recommended Integrate ISTE standards in academic preparation programs for teachers of faculty of education and Hold training courses for students and teachers in universities to introduce ISTE standards, and motivate teachers and students to embrace these standards.

Design Learning Environment Based on ISTE Standards

The study aimed to design learning environment based on ISTE standards for students and computer science educators. For answering the questions of the study, the researchers adopted the descriptive approach, they Identified the ISTE standards and analyzed the content of instructional technology course based on ISTE standards for students and for computer science educators, then they designed learning environment based on this standard. The sample of the study consists of all students enrolled for an instructional technology course at the first semester 2017 in faculty of education in the Islamic University; the tool of the study was a content analysis to analyze and design the learning environment based on ISTE standards. The study recommended Integrate ISTE standards in academic preparation programs for teachers of faculty of education and Hold training courses for students and teachers in universities to introduce ISTE standards, and motivate teachers and students to embrace these standards.

Design Learning environment based on ISTE standards.

The study aimed to design learning environment based on ISTE standards for students and computer science educators. For answering the questions of the study, the researchers adopted the descriptive approach, they Identified the ISTE standards and analyzed the content of instructional technology course based on ISTE standards for students and for computer science educators, then they designed learning environment based on this standard. The sample of the study consists of all students enrolled for an instructional technology course at the first semester 2017 in faculty of education in the Islamic University; the tool of the study was a content analysis to analyze and design the learning environment based on ISTE standards. The study recommended Integrate ISTE standards in academic preparation programs for teachers of faculty of education and Hold training courses for students and teachers in universities to introduce ISTE standards, and motivate teachers and students to embrace these standards.

Teachers’ Use of Education Dashboards and Professional Growth

Education dashboards are a means to present various stakeholders with information about learners, most commonly regarding the learners’ activity in online learning environments. Typically, an education dashboard for teachers will include some type of visual aids that encourage teachers to reflect upon learner behavior patterns and to act in accordance to it. In practice, this tool can assist teachers to make data-driven decisions, thus supporting their professional growth, however, so far, the use of education dashboards by teachers has been greatly understudied. In this research we report on two studies related to the associations between the use of education dashboards by elementary school teachers and the teachers’ professional growth. We used the framework defined by the International Society for Technology in Education’s (ISTE) Standards for Educators. In the first study, we took a quantitative approach (N=52 teachers), using an online self-report questionnaire, and found that the use of dashboards is positively associated with professional growth in the dimensions of facilitator, analyst, designer, and citizen. In the second study, we took a qualitative approach (N=9 teachers), using semi-structured interviews, to shed light on the mechanisms through which teachers benefit from the use of education dashboards.

Technology Integration Self-Efficacy Reframed Through the ISTE Standards

Utilizing a descriptive research design and a theoretical framework based on self-efficacy theory (Bandura, 1997), this quantitative study examined self-efficacy as a factor on teachers' technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. To measure teachers' self-efficacy in using and integrating technology in the classroom, this study employed an online survey that included the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the researcher which is aligned to the ISTE (2017) Standards for Educators, and seven key demographic questions. Chief among these is the frequency of technology-oriented professional development (PD) training sessions teachers received. This study's findings revealed that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Furthermore, the research analysis confirmed that participating teachers' self-efficacy was a crucial factor in effectively using and integrating technology in their teaching practice based on the ISTE (2017) Standards for Educators. Accordingly, the current study established participating teachers' level of confidence in using and applying technology through continuous PD intervention as a key implication that influenced teachers' self-efficacy in leveraging technology for professional practice. Limitations and applicability of future studies are also addressed.

The Degree of Achieving ISTE Standards among Pre-Service Teachers at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait from Their Point of Views

The aim of the study was twofold; first, to examine the degree of achieving International Society for Technology in Education (ISTE) standards among pre-service teachers at the college of basic education at the Public Authority for Applied Education and Training (PAAET) from their point of views and second, to examine differences in the pre-service teachers’ point of views of the degree of achieving ISTE standards based on their gender, age, major, academic year, their technological competence, their attitudes towards the use of technology, and their extent of technology use. A cross-sectional design was used; questionnaire instrument was designed and developed to collect data from the participants. The participants were student teachers enrolled in different classes in the summer semester in the academic year of 2018/2019 at the college of basic education at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait. Two hundreds and eighty three pre-service teachers completed the questionnaire. The results showed that the participants expressed positive perceptions of achieving ISTE standards. The results showed insignificant variations in pre-service teachers’ perceptions of the achievement of ISTE standards based on their gender, age, major, and academic year. Furthermore, the results showed that pre-service teachers’ perceptions of the achievement of ISTE standards had significant relationships with pre-service teachers’ attitudes towards the use of technology, pre-service teachers’ perceptions of their technological competences, and pre-service teachers’ extent of using technology. Based on the findings, set of recommendations for practice and for future research were provided.