ISSN: 2226-6348
Open access
Purpose - This study aims to explore the extent to which the Educational Technology Teacher Preparation Program at Al-Aqsa University aligns with the International Society for Technology in Education (ISTE) standards. A descriptive-analytical approach was adopted, employing three data collection tools: content analysis of the official ISTE website, , Semi-Structured Intervieinterviews with a number of experts, and a questionnaire administrated to 660 male and female teachers who graduated from the program. A total of 168 valid responses. Findings revealed that the teacher preparation program demonstrated a 73.53% alignment with the International Society for Technology in Education (ISTE) standards, signifying a relatively high degree of conformity. This result was corroborated by expert interviews, which emphasized strong alignment in areas such as technological competence and digital leadership. However, experts also identified notable deficiencies in three critical domains: the integration of design thinking methodologies, the cultivation of innovation skills, and the implementation of technology-driven assessment practices. These findings underscore the imperative to revise and update specific program components to ensure greater correspondence with evolving global standards in the field.
Abdelraheem, A. Y., & Amir, T. S. (2015). Omani students’ application of the second standard for technology coaches in internship program. Journal of Educational and Psychological Studies - Sultan Qaboos University, 9(4), 677–690.
Abdullah, S. (2021). The impact of ISTE-based training on teachers' digital performance. International Journal of E-Learning and Education.
Aktay, S. (2009). The ISTE National Educational Technology Standards and prospective primary school teachers in Turkey. International Journal of Learning, 16(9).
Al-Badawi, M. (2020). The reality of digital infrastructure in Arab universities. Contemporary Educational Research Journal.
Al-Farsi, A. (2020). Digital leadership and innovation through ISTE-based learning. International Journal of Educational Innovation, 9(4), 225–239.
Al-Judai’, A. J., & Sharifi, H. M. M. T. (2019). A proposed training program to prepare in-service teachers technically according to ISTE NETS-T standards. International Specialized Educational Journal, 8(9), 129–146. Retrieved from http://search.mandumah.com/Record/1001183
Al-Khalifi, M. (2019). Developing university curricula in light of international standards. Journal of Contemporary Educational Studies, 14(2), 88–105.
Ally, M., & Wark, N. (2020). Educational innovation through digital learning incubators: A model for transforming teacher preparation. International Review of Research in Open and Distributed Learning, 21(4), 55–72.
Al-Maghrabi, S. (2016). Integrating technology in education using NETSS standards*. Scientific Conference: The Digital Age Teacher – Teacher’s Day, College of Education, Princess Nourah Bint Abdulrahman University.
Almekhlafi, A. G. (2020). Evaluating instructional design of ICT-integrated curricula in Arab universities. Journal of Educational Technology, 34(4), 278–291.
Al-Nafie, T. K. S., & El-Sayed, H. I. (2020). ISTE standards in educational technology as an approach to shaping the future educational system in the Sultanate of Oman. Journal of Architecture, Arts, and Humanities, 5(1), 1085–1104.
Al-Qahtani, A. S. S. (2022). The awareness level of female students at the College of Education, University of Hail, regarding ISTE standards and their application in distance education during the COVID-19 pandemic. Islamic University Journal for Educational and Social Sciences, 9(1).
Alsharee, B. (2009). Evaluation study of the teacher preparation program at the Faculty of Education at Sultan Qaboos University in accordance with the requirements of accreditation standards. Arabic Journal to Ensure the Quality of University Education, 2(4), 1–50.
Ayad, F. I., & Ajrami, S. J. (2017). The degree of implementing ISTE standards in technical education colleges of Palestine. Turkish Online Journal of Educational Technology (TOJET), 16(2), 107–118.
Bajabaa, A. S. (2017). Influential factors and faculty members' practices in technology integration using ISTE standards for teacher preparation at Taibah University–Saudi Arabia (Doctoral dissertation, Kansas State University).
Burns, M., & Santos, I. (2021). International teacher exchange and digital competence: Leveraging global partnerships to localize ISTE standards. Journal of Educational Technology and International Collaboration, 9(2), 88–105.
Davis, L., & Hall, K. (2020). Continuous self-assessment in teacher education programs: Aligning practices with ISTE standards. Journal of Digital Pedagogy and Educational Innovation, 6(1), 34–49.
Dunleavy, J., & Milton, P. (2008). Student engagement for effective teaching and deep learning. Education Canada, 48(5), 4–8.
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D. A., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448.
Gilakjani, A. P., Lai-Mei, L., & Ismail, H. N. (2013). Teachers' use of technology and constructivism. International Journal of Modern Education and Computer Science, 5(4), 49.
Graham, C., Tripp, T., & Wentworth, N. (2007, March). Using preservice teacher work samples as a means for assessing and improving technology integration in field experiences. In Society for Information Technology & Teacher Education International Conference (pp. 1492–1499). Association for the Advancement of Computing in Education (AACE).
Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
International Society for Technology in Education. (2022). ISTE Standards for Teachers. Retrieved from https://www.iste.org/standards/iste-standards-for-teachers
Jonassen, D. H. (2003). The vain quest for a unified theory of learning. Educational Technology, 43(4), 5–8.
Kamal El-Din, H. (2021). The extent to which the IT competencies of faculty members at Najran University align with ISTE standards. I’lam Journal, 29, 93–140.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers & Education, 49(3), 740–762.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614.
Nassar, R. (2020). The reality of teacher preparation programs in faculties of educational sciences: A qualitative study. Islamic University Journal for Educational and Psychological Studies, 28(3).
National Education Association. (2008). Technology not being used effectively in schools: Teachers need professional development and support to implement school technology. Retrieved from http://www.nea.org/home/10908.htm
Palestinian Ministry of Education. (2023). Annual Statistical Book for General Education in Gaza Governorates 2022–2023. Retrieved from https://2u.pw/SNjnmT
Shaqour, A. Z. (2012). The reality of Palestinian teacher preparation in educational technology from the perspective of school teachers in Nablus Governorate. Journal of the Educational Society for Social Studies, 38, 156–195. Retrieved from http://search.mandumah.com/Record/114922
Smith, L., & Carter, J. (2018). Redesigning curriculum using ISTE standards: A collaborative approach. International Journal of Educational Reform, 27(3), 195–209.
Smith, R., & Johnson, M. (2018). Enhancing teacher education with ISTE standards: Field-based practices and digital skills. Journal of Educational Technology Research, 35(2), 112–130.
Wang, Y., & Patterson, L. (2020). Digital leadership and transformation in education. Educational Technology Research and Development, 68(2), 945–962.
Weinburgh, M., Collier, S., & Rivera, M. (2003). Preparing elementary teachers: Infusing technology as recommended by the International Society for Technology in Education's national educational technology standards for teachers (NETS-T). TechTrends, 47(4), 43.
West, R. E., Waddoups, G., & Graham, C. R. (2007). Understanding the experiences of instructors as they adopt a course management system. Educational Technology Research and Development, 55, 1–26.
Almabhouh, A. A. M., & Al-Taban, M. A. A. (2025). The Reality of Implementing the Educational Technology Teacher Preparation Program at Al-Aqsa University in Accordance with the International Society for Technology in Education (ISTE). International Journal of Academic Research in Progressive Education and Development, 14(2), 1793–1811.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode