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What Evidence Is There That the ISTE Standards Work?

Pennsylvania Convention Center, 121BC

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Research papers are a pairing of two 18 minute presentations followed by 18 minutes of Discussion led by a Discussant, with remaining time for Q & A.
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ISTE Faculty, Professor, Executive Dir.
Old Dominion University
ISTE Certified Educator
Dr. Helen Crompton is a Professor of Instructional Technology at Old Dominion University, and Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal. She is a consultant for ISTE in developing and facilitating courses, authoring ISTE publications, and conducting research on the standards. She also works with the United Nations in advising and developing global education technology policy recommendations.

Session description

Learn about the results of two separate studies on how the educator section of the ISTE Standards was developed through research and then how those standards align with research-based best practices and what direct evidence there is to show that these practices with technology improve student learning.


The educator section of the ISTE Standards

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A “systematic scoping review” methodology (Peters, et al., 2015) has been used. Scoping reviews, also known as “mapping reviews” (Anderson, et al., 2008; Arksey & O’Malley, 2005; Ehrich, et al., 2002) synthesize research evidence and map existing literature of a field in terms of topics and features (Peters, et al., 2015). The systematic scoping review methodology used in this study is more focused than a basic scoping review in that an a priori (Stemler, 2001) scoping review protocol was developed prior to undertaking the review. This protocol provided transparency in how the researchers searched the literature to find the evidence, including what databases were searched, across what years, and how the researchers knew what type of research to include or exclude.
The a priori approach in this study is a systematic review process using PRISMA principles Page et al., 2021). It is important to note that while a systematic scoping review is similar to a systematic review, a systematic review examines the literature to synthesize the research and develop new theories on the gathered data, whereas a scoping review has the goal of determining a range of evidence available on a topic (Peters et al., 2015) aligned to this study.

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Both studies completed.
ISTE Standards were developed.
ISTE Standards were also connected to existing research to evidence learning gains.

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This study is unique in mapping the first set of empirically developed educator standards with extant research evidence to support the increase in student learning based on implementing the standards. It is important for the reader to note that following the methodology, only a few studies were selected for each practice as an example of the evidence and not as an exhaustive list of evidence. 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.

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References from the mapping of the ISTE standards to extant research.

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Session specifications

Teacher education
Grade level:
Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators
Attendee devices:
Devices not needed
Subject area:
Inservice teacher education, Preservice teacher education
ISTE Standards:
For Educators:
  • Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.