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Presentations of Ed Tech Tools and Frameworks

EDUC 818: Educational Technology Foundations

Printed below are foundational readings, tools, and resources featured in your course modules. During the course, the presentation assignment requires you to prepare and present one of these items in class. Follow the links to peruse them and decide which one you would like to present. In Canvas, you can follow the "Presentation Topic" assignment's link and sign up to present what interests you most. In your presentation, remember to focus on leadership. How can the tool or environment you are presenting foster ed tech leadership in your school or workplace? What role does it play in your respective leadership framework, such as ISTE, PSEL, NETP, or other appropriate leadership standards? How can it help you meet the Essential Conditions for Learning? If you are already proficient in an ed tech tool that you feel passionate about presenting so as to expand its use, you may propose to present about a tool for your fellow classmates to consider adopting.

(1) International Society for Technology in Education (ISTE)

ISTE Standards are at https://www.iste.org/standards. Be sure to follow the links to standards for students, educators, coaches, and leaders. As you will discover, the ISTE standards have been refreshed. As ISTE explains, the 1998 standards focused on learning to use technology. In 2007, the focus was on using technology to learn. The 2016 refresh seeks to transform learning with technology. To learn more about the thinking behind the latest standards, follow this link to:

  1. 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.

(2) National Education Technology Plan

In the United States, the Department of Education's (DOE) National Education Technology Plan (NETP) sees educational technology as a powerful tool for transforming learning that can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners.

  1. Source: tech.ed.gov/netp/introduction

(3) Association for Educational Communications and Technology (AECT)

As defined by the AECT, "Educational technology is the study and ethical application of theory, research, and best practices to advance knowledge as well as mediate and improve learning and performance through the strategic design, management and implementation of learning and instructional processes and resources." The AECT holds annual conferences and publishes research it conducts across the full range of education including PK-12, higher education, government, and industry.

  1. Source: www.aect.org

(4) 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:

  1. site.aace.org/tetc

(5) Professional Standards for Educational Leaders (PSEL)

True to their name, the PSEL standards guide the preparation of school leaders. Two of the PSEL standards mention technology. Standard 4-e requires educational leaders to promote the effective use of technology in the service of teaching and learning, and standard 9-f employs technology to improve the quality and efficiency of operations and management.

(6) Essential Conditions

ISTE can help schools assess their alignment to the 7 Essential Conditions for learning and teaching with technology.

  1. Source: Essential Conditions

(7) How People Learn

Understanding how people learn is essential to making effective use of technology. A book by that title was commissioned by the National Research Council. After presenting what is known about the science of learning in Chapters 1-8, the book How People Learn devotes Chapter 9 to the use of technology to support learning. Chapter 9 identifies five ways of using new technologies, including (1) bringing exciting curricula based on real-world problems into the classroom; (2) providing scaffolds and tools to enhance learning; (3) giving students and teachers more opportunities for feedback, reflection, and revision; (4) building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people; and (5) expanding opportunities for teacher learning.

  1. You can order from Amazon a printed copy of How People Learn, or you can read it freely online.

(8) Blended Learning

  1. Watson, J., & Murin, A. (2014). A history of K-12 online and blended instruction in the United States. In R. Ferdig and K. Kennedy (Eds), Handbook of Research on K-12 Online and blended learning (pp. 1-24). ETC Press.

(9) Flipping the Classroom (or Not)

(10) Massively Open Online Courses (MOOCs)

  1. Milman, N.B. (2012). MOOCS: What are they? Plus 20 questions we should be asking about them. Distance Learning, 9(4), 91-93.

(11) Substitution, Augmentation, Modification, Redefinition (SAMR)

SAMR is a model for technology integration. Although there is not much research validating this model, it has become popular across the United States, including here in Delaware.

  1. Source: Gorman, Michael. The SAMR Model of Technology Integration Article. Retrieved from https://sacsteacher.weebly.com/uploads/3/1/9/1/31918433/the_samr_model_of_technology_integration_article.pdf

(12) Technological Pedagogical Content Knowledge (TPACK)

TPACK is a heavily researched model for technology integration. Koehler and Mishra introduced it via the articles linked below.

  1. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/
  2. Koehler, M.J., Mishra, P., Bouck, E.C., DeSchryver, M., Kereluik, K., Shin, T.S., Wolf, L.G. (2011). Deep-Play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146-163. Retrieved from https://udel.instructure.com/courses/1691280/files?preview=117282620

(13) Handbook of Research on Educational Communications and Technology

The Association for Educational Communications and Technology (AECT) publishes a series of books and journals featuring articles by pre-eminent scholars in the field of educational technology. The list begins with a series of research handbooks that the AECT publishes every few years in order to update working professionals about ed tech research findings. The entire knowledge base is available online to AECT members. The most cost-effective way to access the knowledge base is to become an AECT member. AECT membership costs $83 per year for students or $150 per year for working professionals. Once you are logged on as an AECT member, you can follow this link to access the knowledge base. In addition, authenticated UD students can freely access items below that have Authenticated UD links due to UD having licenses that make this material available online to authenticated UD students.

  • Bishop, M. J., Boling, E., Elen, J., & Svihla, V. (Eds.). (2020). Handbook of research in educational communications and technology : learning design (Vol. 5). Springer. https://doi.org/10.1007/978-3-030-36119-8. Authenticated UD link: https://link-springer-com.udel.idm.oclc.org/book/10.1007%2F978-3-030-36119-8
  • Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (2014). Handbook of research on educational communications and technology (Vol. 4). Springer. https://doi.org/10.1007/978-1-4614-3185-5. Authenticated UD link: https://link-springer-com.udel.idm.oclc.org/book/10.1007%2F978-1-4614-3185-5
  • Spector, J. M., Merrill, M. D., Van Merrienboer, J. J., & Driscoll, M. P. (2008). Handbook of research on educational communications and technology (Vol. 3). Lawrence Erlbaum Associates.
  • Jonassen, D. H. (Ed). (2004). Handbook of research on educational communications and technology (Vol. 2). Mahwah, NJ: Lawrence Erlbaum.
  • Jonassen, D. H. (Ed). (1996). Handbook of research for educational communications and technology (Vol. 1). New York: Macmillan Library Reference USA.

(14) Higher Education

(15) Personalized Learning

(16) Collaborative Learning

(17) Mobile Learning

Listed here are some of the apps you may choose to present. If you would like to present an app that is not listed here, you can ask your professor about presenting it.

(18) Gaming and Coding

(19) Universal Design for Learning (UDL)

Universal Design for Learning: Theory & Practice is a book written by Anne Meyer, David H. Rose, and David Gordon. Published in 2014, this book is the result of research by the Center for Applied Special Technology (CAST). The idea is that the use of technology can be used to transform the nature of the curriculum itself.

  1. There is a freely available Web edition that has links to information regarding universal design for learning (UDL), which utilizes a systematic approach to setting goals, choosing or creating flexible materials and media, and assessing students.

(20) Web Accessibility Initiative (WAI)

The World Wide Web Consortium's efforts to make the Internet accessible are coordinated by the Web Accessibility Iniative (WAI). See especially the Quick Tips to Make Accessible Web Sites and observe these guidelines when creating sites of your own.

(21) WAVE Accessibility Tool

Originating in Temple University and created under a grant from the special education division of the United States Department of Education, WAVE is a Web accessibility evaluation tool operated by WebAim as a free community service. WAVE tests Web pages for compliance with the U.S. Section 508 guidelines and the W3C’s Web Content Accessibility Guidelines (WCAG 2.0). You can use the WAVE online service to check any Web page online, or you can install the WAVE Extension which lets you check any Web page for compliance as it is viewed by the Chrome or Firefox browser. How well do your Web pages comply when you check them with WAVE?

(22) Digital Divide

Reports from the Pew Research Internet Project show a steady increase in the number of Americans who have access to the Internet. Still there are many who do not have access. In planning the use of technology, you must take into account the extent to which your targeted audience has access, and help those in need find the connectivity they need. ISTE C-2-b calls for technology coaches to coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.

  1. For an interesting discussion about framing the discussion around multiculturalism and digital inequities, follow this link to Paul Gorski's essay about Insisting on Digital Equity: Reframing the Dominant Discourse on Multicultural Education and Technology.

(23) Equity

(24) E-rate Program

(25) Emerging Technologies

The New Media Consortium's Horizon Project identifies emerging technologies through a series of Horizon reports available at www.nmc.org/horizon-project/horizon-reports. Once there, follow the links to Horizon reports on higher education, K-12, and museums, plus an overall technology outlook.

  1. See also: Gartner Top 10 Technology Trends, http://www.gartner.com/technology/research/top-10-technology-trends

(26) Open Education Resources (OER)

Why has OER not taken off in K-12? Despite optimism about the benefits of open educational resources in K-12 schools, OER has not yet overtaken reliance on traditional textbooks. At issue are that teachers lack the time to piece together free online resources and administrators want full-course curricula that align with state standards.

(27) Learning Technology Directory

The following ed tech product directoriy may be helpful for candidates creating technology plans.


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