ISTE Journal

The International
JOURNAL
ofLEARNING
Volume 16, Number 9
The ISTE National Educational Technology

Standards and Prospective Primary School
Teachers inTurkey
Sayim Aktay
www.learning-journal.com
THE INTERNATIONAL JOURNAL OF LEARNING
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The ISTE National Educational Technology Standards
and Prospective Primary School Teachers inTurkey
Sayim Aktay, Anadolu University, Merkez, Turkey
Abstract: The purpose of this study is to analyze prospective elementary school teachers’ technology
skills, knowledge, and other technology and teaching related properties that they will need to use them
in teaching activities. In this sense, for the research, one of the generally accepted technology standards
“The ISTE National Educational Technology Standards (NETS-T) and Performance Indicators for
Teachers” was chosen and used. “The ISTE National Educational Technology Standards (NETS-T)
and Performance Indicators for Teachers” are consisted of 5 main and 20 sub items that include im-
portant indicators for technology related subjects. For the study, the standards were transformed into
a questionnaire by the researcher. The questionnaire was conducted with 231 prospective primary
school teachers who enrolled in 4th grade at 4 different Universities in Turkey. The results showed
that approximately more then %70 of prospective primary school teachers feel qualified enough on
most of the standards.
Keywords: ISTE Standards, NETS Standards, Prospective Elementary School Teachers
Introduction
N 21st century, teachers face a fact that technology offers so much. Consequently, the
I schools need teachers who can put technology into classroom activities to plan, organize,
and evaluate instruction for students (Chen & Thielemann, 2008). Since current techno-
logies brought extraordinarily exiting and new approaches and opportunities (Cambre,
Hawkes, 2004); teachers have a responsibility to integrate technology into their curriculum
(Twomey, Shamburg, Zieger, 2006). Teachers’ integrating technology into classrooms can
help teachers to teach more efficiently and easier (Office of Technology Assessment, 1995).
Furthermore, teachers are the key factor for developing students’ technological skills in
schools. That’s why; teachers should be capable of organizing and establishing classroom
environments to teach students how to use technology, and in order to do so, teachers are
required to know how to use and how to teach technology. So, teachers should be qualified
enough to use digital tools and to teach how to use technology (International Society for
Technology in Education, 2002).
For teachers who can use and teach the use of technology, prospective teachers should be
technology literate individuals and they should have necessary skills and knowledge that
they will need to use them in teaching activities. For this reason, several technology standards
were developed by different organizations, and one of these technology standards is “The
ISTE National Educational Technology Standards (NETS*T) and Performance Indicators
for Teachers which is including 5 standards and 20 sub items.” These standards are “Facilitate
and Inspire Student Learning and Creativity”, “Design and Develop Digital-Age Learning
Experiences and Assessments”, “Model Digital-Age Work and Learning”, “Promote and
The International Journal of Learning

Volume 16, Number 9, 2009, http://www.Learning-Journal.com, ISSN 1447-9494
© Common Ground, Sayim Aktay, All Rights Reserved, Permissions:
cg-support@commongroundpublishing.com
Model Digital Citizenship and Responsibility”, and “Engage in Professional Growth and
Leadership.” ISTE is a non-profit membership organization, and ISTE provides leadership
and service to improve teaching, learning, and school leadership by advancing the effective
use of technology in PK–12 and teacher education (ISTE, 2009).
The Aim of the Study

The general purpose of this study is to determine current situation of prospective primary
school teachers regarding ISTE Standards, and identify their technology related problems.
In the same line with this aim, the following research questions were posed;
1. What is the situation of prospective primary school teachers regarding ISTE Standards?
2. Is there a difference in the prospective primary school teachers’ scores regarding ISTE
Standards in terms of their;
a. Gender,
b. Academic achievement,
c. Having a personal computer,
d. Internet connection frequency
Method
Research Design
This study is designed with survey method, which is one of the quantitative research methods.
Participants
The research was conducted with 231 prospective primary school teachers who enrolled in
4th grade at 4 different Universities in Turkey. The profiles of the participants in this study
are shown in Table 1.
128
SAYIM AKTAY
Table 1: The Profiles of the Participants

Characteristics (f) (%)
Gender
Female 129 55.8
Male 102 44.2
Academic Achievement
2.00-2.99 (low) 120 52.4
3.00-4.00 (high) 109 47.6
Having a Personal Computer
Yes 153 66.2
No 78 33.8
Weekly Internet Connection
5 Hours or less 192 67.6
6 Hours or more 92 32.4
Total Participant 231 100.0
As seen in Table 1, %55, 8 of the participants are female, and %44,2 of the participants are
male. In addition, %52,4 of the participants are in normal level academic achievement area,
and 47.6 percent of them are in high academic achievement area. (In Turkey, in order for a
prospective teacher to graduate, his grade point averages must be upper then 2.0, and the
scores can only be between 0-4.0). 66.2 percent of the participants have a personal computer
and 33.8 percent of them don’t. In point of internet use frequency, %67.6 of the participants
use internet 5 hours or less in a week while the rest of them (%32.4) use it 6 hours or more.
Data Collection
In this study, to collect data, “The ISTE National Educational Technology Standards (NETS-
T) and Performance Indicators for Teachers” was transformed into a questionnaire, and was
used by the researcher.
In the transformation process, the standards were converted to questionnaire items. If a
standard included more than one statement, it was divided into multiple questionnaire items.
And then, the draft questionnaire was consulted to field experts, and necessary changes were
made according to the experts’ suggestions. Eventually, ISTE standards which include 20
standards were transformed into a questionnaire including 35 items. This instrument also
has two scales (qualified, not qualified) letting prospective primary school teachers state
their efficiency regarding the questionnaire items.
Data Analysis
To analyze data, descriptive statistics such as frequency and percentage are obtained. Since
no factor analysis studies have been done for the questionnaire, for paired group comparisons,
129
chi square test was conducted. In the statistical tests, the significance level is accepted as
.05.
Findings
In this section, the findings of the study were discussed under two parts in accordance with
the order of the aims. In the first part, the situation of prospective primary school teachers
regarding ISTE Standards was analyzed. In the second part, prospective primary school
teachers’ scores were examined by their gender, academic success, having a personal com-
puter, and internet connection frequency.
ISTE Standards and Prospective Primary School Teachers

Prospective primary school teachers’ scores regarding ISTE standards can be seen in Table
2 below.
Table 2: ISTE Standards and Prospective Primary School Teachers

Qualified Not Qualified
% %
1. Facilitate and Inspire Student Learning and Creativity
a1. Promoting creative and innovative thinking and inventive-
85.7 14.3
ness
a2. Supporting creative and innovative thinking and inventive-
89.2 10.8
ness
a3. Modeling creative and innovative thinking and inventiveness 70.8 29.2
b1. Engaging students in exploring real-world issues using di-
81.9 18.1
gital tools and resources
b2. Engaging students in solving authentic problems using di-
77.0 23.0
gital tools and resources
c. Promoting student reflection using collaborative tools to re-
veal and clarify students’ conceptual understanding and thinking, 83.5 16.5
planning, and creative processes
d. Modeling collaborative knowledge construction by engaging
in learning with students, colleagues, and others in face-to-face 67.0 33.0
and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
a. Designing or adapting relevant learning experiences that in-
corporate digital tools and resources to promote student learning 73.5 26.5
and creativity
130
SAYIM AKTAY
b. Developing technology-enriched learning environments

that enable all students to pursue their individual curiosities
and become active participants in setting their own education- 74.5 25.5
al goals, managing their own learning, and assessing their
own progress
c. Customizing and personalize learning activities to address
students’ diverse learning styles, working strategies, and 75.2 24.8
abilities using digital tools and resources
d1. Providing students with multiple and varied formative
and summative assessments aligned with content and techno- 77.8 22.2
logy standards
d2. Using resulting data of provided multiple and varied
formative and summative assessments, to inform learning 77.3 22.7
and teaching
3. Model Digital-Age Work and Learning
a. Demonstrating fluency in technology systems and the transfer
79.1 20.9
of current knowledge to new technologies and situations
b1. Collaborating with students using digital tools and resources
83.4 16.6
to support student success and innovation
b2. Collaborating with peers using digital tools and resources
77.8 22.2
b3. Collaborating with parents using digital tools and resources
63.5 36.5
b4. Collaborating with community members using digital tools
63.3 36.7
and resources to support student success and innovation
c1. Communicating relevant information and ideas effectively
75.8 24.2
to students using a variety of digital-age media and formats
64.6 35.4
to parents using a variety of digital-age media and formats
77.1 22.9
to peers using a variety of digital-age media and formats
d1. Facilitating effective use of current and emerging digital
tools to locate, analyze, evaluate, and use information resources 74.0 26.0
to support research and learning
d2. Modeling effective use of current and emerging digital tools
to locate, analyze, evaluate, and use information resources to 74.9 25.1
support research and learning
131
4. Promote and Model Digital Citizenship and Responsibility

a1. Advocating safe, legal, and ethical use of digital information
and technology, including respect for copyright, intellectual 74.9 25.1
property, and the appropriate documentation of sources
a2. Modeling safe, legal, and ethical use of digital information
a3. Teaching safe, legal, and ethical use of digital information
b. Addressing the diverse needs of all learners by using learner-
centered strategies and providing equitable access to appropriate 80.0 20.0
digital tools and resources
c1. Promoting digital etiquette and responsible social interactions
81.4 18.6
related to the use of technology and information
c2. Modeling digital etiquette and responsible social interactions
75.9 24.1
related to the use of technology and information
d. Developing and modeling cultural understanding and global
awareness by engaging with colleagues and students of other
70.5 29.5
cultures using digital-age communication and collaboration
tools
5. Engage in Professional Growth and Leadership
a1. Participating in local learning communities to explore creat-
62.6 37.4
ive applications of technology to improve student learning
a2. Participating in global learning communities to explore
56.6 43.4
creative applications of technology to improve student learning
b. Exhibiting leadership by demonstrating a vision of technology
infusion, participating in shared decision making and community
70.8 29.2
building, and developing the leadership and technology skills
of others
c1. Evaluating on current research and professional practice on
a regular basis to make effective use of existing and emerging 80.2 19.8
digital tools and resources in support of student learning
c2. Reflecting on current research and professional practice on
a regular basis to make effective use of existing and emerging 73.1 26.9
digital tools and resources in support of student learning
d. Contributing to the effectiveness, vitality, and self-renewal
84.1 15.9
of the teaching profession and of their school and community
132
SAYIM AKTAY
As it can be seen in Table 2, in this study, the minimum 5 percentages are “participating in
global learning communities to explore creative applications of technology to improve student
learning”, “participating in local learning communities to explore creative applications of
technology to improve student learning”, “collaborating with community members using
digital tools and resources to support student success and innovation”, “collaborating with
parents using digital tools and resources to support student success and innovation”, and
“modeling collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments”. The highest 5 percentages
are, “supporting creative and innovative thinking and inventiveness”, “promoting creative
and innovative thinking and inventiveness”, “contributing to the effectiveness, vitality, and
self-renewal of the teaching profession and of their school and community”, “promoting
student reflection using collaborative tools to reveal and clarify students’ conceptual under-
standing and thinking, planning, and creative processes”, and “collaborating with students
using digital tools and resources to support student success and innovation”.
ISTE Standards and Prospective Primary School Teachers in terms of

Some Factors
In this section, prospective primary school teachers’ scores were analyzed by their gender,
academic success, having a personal computer, and internet connection frequency.
Gender
To see if the gender of prospective primary school teachers is effective on their scores, chi
square tests were conducted.
Prospective primary school teachers’ scores are indicated in terms of their gender in Table
3.
Table 3: ISTE Standards and Prospective Primary School Teachers in Terms of Their
Gender
Females Males X2
n % n % p Value
d. Modeling collaborative knowledge construction
by engaging in learning with students, colleagues, 99 63.1 102 75.6 .022
and others in face-to-face and virtual environments
c3. Communicating relevant information and ideas
effectively to peers using a variety of digital-age 110 70.5 111 82.2 .020
media and formats
As can be seen in Table 3, when the scores of primary school teachers were scrutinized in
terms of their gender, it was found that only 2 questionnaire items out of 35 items is affected
by gender.
133
Academic Achievement
When the scores of primary school teachers’ scores were analyzed in terms of their academic
achievement (2.00-299 and 3.00-4.00) using chi square tests, interestingly no statistical dif-
ferences were found.

In order to find out if prospective primary school teachers’ having a personal computer is
effective on their scores, chi square tests were conducted. Prospective primary school
teachers’ scores are indicated in terms of their having a personal computer in Table 4.
Table 4: ISTE Standards and Prospective Primary School Teachers in terms of Their
Yes No X2
n % n % p Value
a3. Modeling creative and innovative thinking and
141 74.2 61 62.2 .036
inventiveness
b1. Engaging students in exploring real-world issues
159 84.6 74 74.7 .043
using digital tools and resources
b2. Engaging students in solving authentic problems
157 82.6 67 66.3 .002
a. Designing or adapting relevant learning experi-
ences that incorporate digital tools and resources to 151 79.1 64 63.4 .004
promote student learning and creativity
c. Customizing and personalize learning activities to
address students’ diverse learning styles, working
154 80.6 71 70.3 .046
strategies, and abilities using digital tools and re-
sources
b2. Collaborating with peers using digital tools and
155 81.2 69 68.3 .014
resources to support student success and innovation
d1. Facilitating effective use of current and emerging
digital tools to locate, analyze, evaluate, and use in- 147 76.6 66 65.3 .041
formation resources to support research and learning
134
SAYIM AKTAY

c1. Evaluating on current research and professional
practice on a regular basis to make effective use of
156 83.0 69 69.0 .006
existing and emerging digital tools and resources in
support of student learning
As can be seen in Table 4, the scores of primary school teachers are affected by having a
personal computer. As expected, having a personal computer has a positive effect in all the
items the difference found. Having a personal computer is found to be effective in 9 items
out of 35 items. When Table 5 is examined, having a personal computer is a positive factor
on problem solving issues, designing and personalizing learning activities, using digital tools
for educational purposes, and making evaluations.
Internet Use Frequency

To find out if prospective internet use frequency of primary school teachers is effective on
their scores, chi square tests were conducted. Prospective primary school teachers’ scores
were indicated in terms of their internet use frequency in Table 5.
Table 5: ISTE Standards and Prospective Primary School Teachers in terms of their
Internet Use Frequency
0-5 hours 6 hours or X2
more
n % n % p Value
a3. Modeling creative and innovative thinking and
121 64.4 73 80.2 .007
inventiveness
b2. Engaging students in solving authentic problems
137 72.1 80 87.0 .005
a. Designing or adapting relevant learning experi-
ences that incorporate digital tools and resources to 133 69.6 77 83.7 .011
promote student learning and creativity
b. Developing technology-enriched learning environ-
ments that enable all students to pursue their individu-
al curiosities and become active participants in setting 130 68.1 78 84.8 .003
their own educational goals, managing their own
learning, and assessing their own progress
135
c. Customizing and personalize learning activities to

address students’ diverse learning styles, working
132 69.1 80 87.0 .001
strategies, and abilities using digital tools and re-
sources
d1. Providing students with multiple and varied
formative and summative assessments aligned with 136 71.2 81 88.0 .002
content and technology standards
d2. Using resulting data of provided multiple and
varied formative and summative assessments, to in- 141 74.2 78 84.0 .046
form learning and teaching
a. Demonstrating fluency in technology systems and
the transfer of current knowledge to new technologies 139 72.8 80 87.9 .004
and situations
b1. Collaborating with students using digital tools
and resources to support student success and innova- 144 75.8 84 91.3 .002
tion
b2. Collaborating with peers using digital tools and
139 72.4 78 85.7 .013
b3. Collaborating with parents using digital tools and
119 62.0 71 78.0 .007
d1. Facilitating effective use of current and emerging
d2. Modeling effective use of current and emerging
4. Promote and Model Digital Citizenship and Responsibility
c1. Promoting digital etiquette and responsible social
interactions related to the use of technology and in- 137 75.3 79 90.8 .003
formation
c2. Modeling digital etiquette and responsible social
interactions related to the use of technology and in- 133 71.1 76 86.4 .006
formation
d. Developing and modeling cultural understanding
and global awareness by engaging with colleagues
119 64.0 78 86.7 .000
and students of other cultures using digital-age com-
munication and collaboration tools
136
SAYIM AKTAY

a1. Participating in local learning communities to
explore creative applications of technology to im- 112 59.6 67 73.6 .022
prove student learning
b. Exhibiting leadership by demonstrating a vision
of technology infusion, participating in shared de-
125 66.5 73 81.1 .012
cision making and community building, and develop-
ing the leadership and technology skills of others
c1. Evaluating on current research and professional
139 73.9 82 90.1 .002
c2. Reflecting on current research and professional
123 65.4 81 89.0 .000
d. Contributing to the effectiveness, vitality, and self-
renewal of the teaching profession and of their school 145 77.1 83 91.2 .004
and community
As Table 5 illustrates, internet use frequency has a huge effect on the scores of primary
school teachers. As expected, again, internet use frequency has a positive effect in all of the
items the difference found. Internet use frequency is an effective factor for more then half
of the items (22 items out of 35 items). As can be seen in Table 5, internet use frequency is
an important positive factor for prospective primary school teachers on problem solving issues,
designing, developing and personalizing learning activities, making collaborative studies
with students, peers, and parents, modeling and promoting digital etiquette, developing cul-
tural understanding using digital tools, participating local communities, using digital tools
for educational purposes, following current and professional practice, making evaluations,
and contributing the effectiveness of the school and community.
Conclusion and Discussion

With this present study, the current situation of prospective primary school teachers in Turkey
regarding ISTE technology standards has been presented, and this study uncovered important
findings. Some important factors were also scrutinized to see if they are effective.
The results indicated that approximately more then %70 of prospective primary school
teachers feel qualified enough on most of the standards. However, some of the prospective
primary school teachers don’t feel qualified enough on some issues like participating local
and global communities to explore creative applications of technology, collaborating com-
munity members and parents using digital tools, and modeling collaborative studies by en-
gaging students, colleagues and others.
The results indicated that gender has almost no effect on the scores of prospective primary
school teachers. Academic achievement, surprisingly, has no statistical significance on the
137
scores. On the other hand, having a personal computer and especially internet use frequency
of prospective primary school teachers are quite an important positive factor for their scores.
Having a personal computer makes prospective primary school teachers feel qualified regard-
ing problem solving issues, designing and personalizing learning activities, using digital
tools for educational purposes, and making evaluations. Similarly, internet use frequency
has a positive effect on problem solving, using digital tools to design, develop and personalize
learning activities, making collaborative studies with school members, modeling and promot-
ing digital etiquette, using digital tools to develop cultural understanding, participating local
communities, using digital tools for educational purposes, following current and professional
practice, making evaluations regarding technological content, and contributing the effective-
ness of the school and community.
Under the illustration of the findings of the, these implications could be posed:
• Opportunities must be provided for prospective elementary school teachers in order for
them to have their own personal computers.
• Internet connection opportunities must be provided to prospective elementary school
teachers.
• Prospective elementary school teachers should be encouraged participating both local
and global learning communities to explore creative applications of technology to improve
student learning.
• Prospective elementary school teachers should be encouraged to collaborate with parents
or community members using digital tools and resources to support student success and
innovation.
References
Chen, I. & Thielemann, J. (2008). “Technology Application Competencies for K-12 Teachers”, IGI
Global.
International Society for Technology in Education. (2002). “National educational technology standards
for teachers: Preaparing Teachers to Use Technology” PBS Teacherline, p.4.
ISTE. (2009). ISTE | About ISTE. Retrieved July 15, 2009, from
http://www. iste.org/am/template.cfm?section=about_iste
Office of Technology Assessment. (1995). “Teachers & technology: making the connection”, Wash-
ington, DC: OTA.
Tworney, C. R. & Shamburg, C. & L. B. Zieger. (2006). Teachers as technology leaders, ISTE Public-
ations.
About the Author

Sayim Aktay
I am a Research Assistant at Anadolu University. I am studying technology related subjects
in primary education such as web-based portfolio, web-based learning, educational technology,
internet-based learning. At the moment, I am doing PhD, and my thesis subject is “Application
of Webfolio System in Primary Education”.
138
EDITORS
Mary Kalantzis, University of Illinois, Urbana-Champaign, USA.
Bill Cope, University of Illinois, Urbana-Champaign, USA.
EDITORIAL ADVISORY BOARD

Michael Apple, University of Wisconsin, Madison, USA.
David Barton, Lancaster University, Milton Keynes, UK.
Mario Bello, University of Science, Cuba.
Manuela du Bois-Reymond, Universiteit Leiden, Leiden, The Netherlands.
Robert Devillar, Kennesaw State University, Kennesaw, USA.
Daniel Madrid Fernandez, University of Granada, Spain.
Ruth Finnegan, Open University, Milton Keynes, UK.
James Paul Gee, University of Wisconsin, Madison, USA.
Juana M. Sancho Gil, University of Barcelona, Barcelona, Spain.
Kris Gutierrez, University of California, Los Angeles, USA.
Anne Hickling-Hudson, Queensland University of Technology, Kelvin Grove, Australia.
Roz Ivanic, Lancaster University, Lancaster, UK.
Paul James, RMIT University, Melbourne, Australia.
Carey Jewitt, Institute of Education, University of London, London, UK.
Andeas Kazamias, University of Wisconsin, Madison, USA.
Peter Kell, University of Wollongong, Wollongong, Australia.
Michele Knobel, Montclair State University, Montclair, USA.
Gunther Kress, Institute of Education, University of London, London, UK.
Colin Lankshear, James Cook University, Cairns, Australia.
Kimberly Lawless, University of Illinois, Chicago, USA.
Sarah Michaels, Clark University, Worcester, USA.
Jeffrey Mok, Miyazaki International College, Miyazaki, Japan.
Denise Newfield, University of Witwatersrand, Johannesburg, South Africa.
Ernest O’Neil, Ministry of Education, Addis Ababa, Ethiopia.
José-Luis Ortega, University of Granada, Granada, Spain.
Francisco Fernandez Palomares, University of Granada, Granada, Spain.
Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia.
Miguel A. Pereyra, University of Granada, Granada, Spain.
Scott Poynting, Manchester Metropolitan University, Manchester, UK.
Angela Samuels, Montego Bay Community College, Montego Bay, Jamaica.
Michel Singh, University of Western Sydney, Sydney, Australia.
Helen Smith, RMIT University, Melbourne, Australia.
Richard Sohmer, Clark University, Worcester, USA.
Brian Street, University of London, London, UK.
Giorgos Tsiakalos, Aristotle University of Thessaloniki, Thessaloniki, Greece.
Salim Vally, University of Witwatersrand, Johannesburg, South Africa
Gella Varnava-Skoura, National and Kapodistrian University of Athens, Greece.
Cecile Walden, Sam Sharpe Teachers College, Montego Bay, Jamaica.
Nicola Yelland, Victoria University, Melbourne, Australia.
Wang Yingjie, Beijing Normal University, Beijing, China.
Zhou Zuoyu, Beijing Normal University, Beijing, China.
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The International

Volume 16, Number 9

The ISTE National Educational Technology

© 2009 (individual papers), the author(s)

THE INTERNATIONAL JOURNAL OF LEARNING is peer-reviewed, supported by

Typeset in Common Ground Markup Language using CGCreator multichannel

Keywords: ISTE Standards, NETS Standards, Prospective Elementary School Teachers

The International Journal of Learning

The Aim of the Study

Table 1: The Profiles of the Participants

ISTE Standards and Prospective Primary School Teachers

Table 2: ISTE Standards and Prospective Primary School Teachers

b. Developing technology-enriched learning environments

4. Promote and Model Digital Citizenship and Responsibility

ISTE Standards and Prospective Primary School Teachers in terms of

Having a Personal Computer

5. Model Digital-Age Work and Learning

Internet Use Frequency

c. Customizing and personalize learning activities to

5. Model Digital-Age Work and Learning

Conclusion and Discussion

About the Author

EDITORIAL ADVISORY BOARD

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