Educational Technology Standards and Frameworks
This resource is an overview the better known Educational Technology standards and frameworks.
Educational Technology is a complex field within education. There have been several Education Technology standards and frameworks developed globally to explain its intricacies and complexities from a micro and macro level. They range from user skills and competencies to models for professional development and evaluation.
If you know of any Educational Technology standards and frameworks not included on the list, please use the contact form to suggest changes or additions.
Jump to a set of standards or framework:
- ISTE Standards
- UNESCO ICT Competency Framework for Teachers
- Framework for 21st Century Learning
- iNACOL National Standards for Quality Online Teaching
- Common Sense Media K-12 Digital Citizenship Curriculum Scope and Sequence
- Australian Curriculum Information and Communication Technology (ICT) Capability
- The Tasmanian Curriculum Information and Communication Technology (ICT) K-10 Cross Curricular Framework
- Substitution, Augmentation, Modification, Redefinition (SAMR)
- Technological, Pedagogical, and Content Knowledge (TPACK)
- Replacement, Amplification, and Transformation (RAT) Model
- Technology Integration Matrix (TIM)
- Triple E Framework
- PICRAT Matrix
The international Society for Technology in Education (ISTE) has produced, stewarded, and kept to date standards usage of technology for learning by stakeholder groups. Their standards are broken down by:
- ISTE Standards for Students
- ISTE Standards for Educators
- ISTE Standards for Administrators
- ISTE Standards for Coaches
- ISTE Standards for Computer Science Teachers
The United Nations Educational, Scientific and Cultural Organization (UNESCO) created a set of competencies, skills, and attitudes for teachers in the use of ICT for learning.
The Partnership for 21st Century Learning developed a framework to describe the relationship between student learning outcomes, support systems, and key knowledge in creating 21st century learning environments that leverage Educational Technology.
The International Association for K-12 Online Learning (iNACOL) authored a set of standards for quality teaching and program design for online and blended learning programs.
Common Sense Media developed a Digital Citizenship curriculum scope and sequence to cover it 8 key topics of Digital Citizenship knowledge for students.
Australian Curriculum, as part of the Department of Education, created a framework to illustrate the key Educational Technology factors that influence student capacity with ICT.
The Tasmanian Curriculum Information
and Communication Technology (ICT)
K-10 Cross Curricular Framework
The Tasmanian Department of Education created a Cross Curricular framework to teaching, learning, and assessing with ICT. It includes definitions, standards, and checklists for learning.
Substitution, Augmentation, Modification, Redefinition (SAMR) is a framework to help educators infuse technology for learning by showing a progression of use of Educational Technology.
Technological, Pedagogical, and Content Knowledge (TPACK) is framework for understanding the intersection of Educational Technology, teaching practices, and learning outcomes with context for educators and students.
Replacement, Amplification, and Transformation (RAT) Model was developed by Dr. Joan E. Hughes et al from the University of Minnesota as an assessment framework for understanding Educational Technology’s role in teaching, learning and curricular practices.
The Technology Integration Matrix (TIM) developed by the Florida Center for Instructional Technology at the University of South Florida is a matrix of skills and competencies to support and evaluate teachers’ use of Educational Technology.
The Triple E Framework helps educators measure how well technology tools integrated into lessons are helping students engage in, enhance and extend learning goals.
The PICRAT Matrix helps teachers evaluate their use of Educational Technology by mapping their instruction against two questions: What is the technology use’s effect on practice? And What are the students doing with the technology?