Technology Integration and Teachers’ Professional Knowledge with Reference to International Society for Technology in Education (ISTE)-Standard: A Causal Study

Abstract

It is becoming a new trend in developing countries to integrate ICT effectively in the teaching-learning process inside or outside the classroom to boost teachers’ professional knowledge (TPK). The present study addresses the technology integration relationship with TPK according to the International Society for Technology in Education (ISTE-2008) Standards for Teachers in private secondary schools of Karachi. TPK was categorized as 2 standards of ISTE-2008 i.e. enhance creativity in students and design digital-age assessment. 120 teachers from 12 private secondary schools of Karachi were selected based on a simple randomsampling technique. For the collection of data, a teacher survey questionnaire was used that was designed to gain information on their level of ICT integration and their professional knowledge according to the ISTE-2008 Standards. Data was collected through questionnaire distribution and analyzed through SPSS. Based on ANOVA results, the overall model was significant because the F value was greater than 2 and the significant value was less than 0.05. A strong significant correlation was found between ICT integration and TPK. Strong and moderate significant correlation of ICT integration with teachers’ ability to enhance creativity and design digital-age assessment was found respectively. ICT integration explained 32% of the variance in teachers’ professional knowledge. The integration of ICT with ISTE-standards is highly recommended for the teachers.

Validation of The Scale on Pre-Service Teachers’ Digital Competence to Assist Students with Functional Diversity

“…The International Society for Technology in Education's (ISTE) 2008 standards for teachers, which are also known as the national education technology standards (NETS), have been acknowledged and accepted in many countries throughout the globe. They are utilized for learning and teaching in the twenty-first century, establishing a standard of excellence by merging technology and methods that are helpful for learning (Aslam et al, 2020). The professional digital competence framework for teachers is a document that was prepared by The Norwegian Centre for ICT in Education for the purpose of serving as a resource for policy developers, department heads, teacher educators, teachers, student teachers, and other individuals.…”

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

“…Online teaching-learning is different from the traditional ones in several aspects, and teachers encounter challenges in facilitating learners appropriately if they are not competent enough. In this regard, teachers’ professional knowledge has been considered a crucial determinant for the effective integration of technology in strengthening their instructional practices ( Aslam et al, 2020 ). However, the study by Asad et al (2020) described positive responses by the teachers.…”

Digital Competencies: Are Pre-Service Teachers Qualified for Digital Education?

“…Nevertheless, it is possible that student teachers studied some courses where their teacher educators relied significantly on technology to impart topic knowledge (e.g. PowerPoint, videos), or as a learning aid or as assessment method of student performance (Aslam et al, 2020). According to Wastiau et al (2013) and Bracewell and Laferriere (1996), there is a correlation between the advantages that students gain from using new technologies and teachers' technological skills and attitude towards technology and its presence in their teaching.…”

“…The educational environment has undergone tremendous transition in recent years as a result of the growth of information and communication technologies. Hence, pre-and in-service teachers are required to master DigComp to incorporate into their professional practice (Aslam et al, 2020;Garzón-Artacho et al, 2021) to achieve quality education in the twenty-first century (Štemberger & Konrad, 2021). This study focused on how female student teachers at a public university's COE assessed their DigComp; and, from their perspective, how effective the teacher preparation programme was in preparing them for digital education.…”