SECONDARY SCHOOL TEACHERS’ DEFINITIONS OF EDUCATIONAL TECHNOLOGY STANDARDS AND VIEWS ON INDICATORS

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Teachers need to improve and keep their quality and competence up to date within the scope of innovations entailing by the technology. The purpose of this study is to explore how secondary school teachers define standards published by Society for Technology in Education (ISTE) and how indicators of standards have been reflected in their educational and instructional activities at what rate and in which applications. In the study, multi-method approach was used with openended surveys participating 64 teachers and semi-structured interviews with 5 teachers. To analyze data, descriptive and content analyses have been conducted. Different definitions of educational technology standards have been obtained; and in particular, standards of learner, collaborator, and designer have been highlighted by the participants. The findings of indicators showed that teachers have reflected these standards in their activities at different rate with using different applications.

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Educational technology standards , teacher competencies , indicators of standards , technology competence

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi