Educational Technology Foundations
Module 4: Standards
In the realm of educational technology, national standards bodies include (1) the International Society for Technology in Education (ISTE), and (2) the Association for Educational Communications and Technology (AECT). The ISTE standards are intended for use in K-12 settings. The AECT standards are applicable across all market segments including higher education and industry. In addition to the standards issued by ISTE and AECT, the National Policy Board for Educational Administration (NPBEA) has issued Professional Standards for Educational Leaders (PSEL) and the Educational Leadership Constituent Council (ELCC) has also issued standards guiding the critical role educational leaders must play in the use of technology in schooling.
ISTE Standards
The ISTE standards for K-12 technology facilitators and technology leaders are found online at http://www.iste.org/standards. To learn more about the thinking behind the latest standards, follow this link to:
- ISTE (2016). Redefining learning in a technology-driven world. https://cdn.iste.org/www-root/Libraries/Documents%20%26%20Files/Standards-Resources/ISTE%20Standards_Students-2016_Research-Validity%20Report_final.pdf.
AECT Standards
Follow this link to the AECT standards adopted by the AECT Board of Directors on July 16, 2012.
Teacher Educator Technology Competencies (TETCs)
Twelve Teacher Education Technology Competencies emerged from a research study and crowdsourcing initiative conducted by Teresa Foulger, Kevin Graziano, Denise Schmidt-Crawford and David Slykhuis. They posted the TETCs to bring greater visibility to the project and encourage teacher educators to consider how the TETCs might be applied in practice. Follow this link to the Teacher Educator Technology Competencies (TETCs).
PSEL
PSEL stands for Professional Standards for Educational Leaders. True to their name, the PSEL standards guide the overall preparation of school leaders. PSEL standards that mention technology are listed below. Follow this link to a complete list of the PSEL standards.
- Standard 4-e. Promote the effective use of technology in the service of teaching and learning.
- Standard 9-f. Employ technology to improve the quality and efficiency of operations and management.
NELP Building Level Standards
NELP stands for National Educational Leadership Preparation. NELP building level standards that mention technology are listed below. Follow this link to a complete list of the NELP standards.
- NELP 1.0. Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
- NELP 3.2. Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
- NELP 4.1. Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs.
- NELP 4.2. Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
- NELP 4.4. Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.
- NELP 5.3. Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community.
- NELP 6.0. Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.
NELP District Level Standards
NELP stands for National Educational Leadership Preparation. NELP district level standards that mention technology are listed below. Follow this link to a complete list of the NELP standards.
- NELP 1.0. Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community
- NELP 3.2. Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to safe and nurturing schools and the opportunities and resources, including instructional materials, technologies, classrooms, teachers, interventions, and adult relationships, necessary to support the success and well-being of each student.
- NELP 4.1. Program completers understand and can demonstrate the capacity to evaluate, design, and implement high-quality curricula, the use of technology, and other services and supports for academic and non-academic student programs.
- NELP 4.2. Program completers understand and can demonstrate the capacity to collaboratively evaluate, design, and cultivate coherent systems of support, coaching, and professional development for educators, educational professionals, and school and district leaders, including themselves, that promote reflection, digital literacy, distributed leadership, data literacy, equity, improvement, and student success.
- NELP 4.4. Program completers understand and demonstrate the capacity to design, implement, and evaluate district-wide use of coherent systems of curriculum, instruction, assessment, student services, technology, and instructional resources that support the needs of each student in the district.
- NELP 5.2. Program completers understand and demonstrate the capacity to understand, engage, and effectively collaborate and communicate with, through oral, written, and digital means, diverse families, community members, partners, and other constituencies to benefit learners, schools, and the district as a whole.
- NELP 5.3. Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means within the larger organizational, community, and political contexts and cultivate relationships with members of the business, civic, and policy community in support of their advocacy for district, school, student, and community needs.
- NELP 6.0. Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to develop, monitor, evaluate, and manage data-informed and equitable district systems for operations, resources, technology, and human capital management.
- NELP 6.1. Program completers understand and demonstrate the capacity to develop, communicate, implement, and evaluate data-informed and equitable management, communication, technology, governance, and operation systems at the district level to support schools in realizing the district’s mission and vision.
