Technology Integration - Research and Resources

ISTE's mission is to empower educators to reimagine and redesign learning through impactful pedagogy and meaningful technology use. We achieve this by offering transformative professional learning, fostering vibrant communities, and ensuring that digital tools and experiences are accessible and effective.

The Association for Educational Communications and Technology (AECT) is a professional association of instructional designers, educators and professionals who provide leadership and advise policy makers in order to sustain a continuous effort to enrich teaching and learning.

The Association for the Advancement of Computing in Education (AACE), founded in 1981, is an international, not-for-profit, educational organization with the mission of advancing Information Technology in Education and E-Learning research, development, learning, and its practical application.

OLC is a collaborative community of higher education leaders and innovators, dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner – anyone, anywhere, anytime.

The Technology Integration Matrix (TIM) provides a framework for describing and targeting the use of technology to enhance learning. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal-directed. These characteristics are associated with five levels of technology integration: entry, adoption, adaptation, infusion, and transformation.

A framework for educators to measure how well technology tools integrated into lessons are helping students engage in, enhance and extend learning goals.

This rubric is designed to help teachers and coaches formatively assess “impactful technology use” (ITU) by students on two dimensions: frequency and proficiency

This blog post compares UDL and the TIM

In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its impact in higher education, with less evidence available on the use of UDL within second-level education. This systematic literature review of n = 15 empirical studies selected from a wide-ranging search that returned an initial result of n = 1253 explores how the affordances of digital technology have been harnessed for UDL enactment at second level. The findings show that, to date, empirical research at second level has focused mostly on the easy wins within the UDL principle of Representation, where educators offer choice about how learners access content. However, there is a clear gap in UDL research on the use of technologies to support the Engagement and Action & Expression principles of UDL, supporting student self-regulation and self-assessment, and on technology-mediated communication and collaboration. The paper highlights the potential for future cross-pollination of research in educational technology with UDL.

The aim of this article is to explore the opportunities and challenges that arise with the proliferation of new technology, to provide an understanding of why it is important to try new strategies in education, and to provide an inclusive framework for experimentation using tools such as robotisation, automatisation, artificial intelligence and immersive learning. Significant challenges exist in implementing transformative technologies with a limited or non-existent evidence base for their use, and designing inclusive educational experiences with a limited evidence base is even more challenging. In order to address this need, the article presents some ways in which educators can make informed implementation decisions around these new tools.

The American School in Japan provides this AI gudance document for their teachers.

Drake University provides this guidance for using AI in library research.

This blog post considers: If students need to struggle in order to learn, why would we encourage them to use AI?

The Journal of Research on Technology in Education is a peer-reviewed research journal that explores teaching and learning with technology. Articles address issues of formal educational environments ranging from PK-12 to higher education.

The Journal of Digital Learning in Teacher Education provides computer and technology education to preservice and inservice teachers. The journal offers a forum to share information about using technology in teacher education among departments, schools and colleges of education.

TechTrends is a publication for professionals in the educational communication and technology field. Its major purposes are: to provide a vehicle for the exchange of information among professional practitioners concerning the management of media and programs, the application of educational technology principles and techniques to instructional programs.

Educational Technology Research and Development is a scholarly journal focusing entirely on research and development in educational technology. The Research Section includes articles with rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning.

The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research.

The journal provides a venue for designers to share their knowledge-in-practice through rich representations of their designs and detailed discussion of decision-making.Audiences for the journal include designers, teachers and students of design and scholars studying the practice of design.

The Journal of Technology-Integrated Lessons and Teaching is a peer-reviewed, open-access journal that publishes technology-rich lessons, activities, micro-credentials, and badges for PK-16+ professionals. The journal provides a venue for high-quality, international learning representations with additional information regarding their context and setting, design rationale, implementation, and lessons learned.

AACE Review builds upon the knowledge gained from research, best practices demonstrated in learning and teaching, ideas expressed by the community, and rapidly developing technology to help advance learning throughout the globe.