4. ISTE standards

The International Society for Technology in Education (ISTE) develops globally accepted standards for digital competences in education, with special emphasis on pedagogical expediency and the professional transformation of the teacher's role in the digital age. You can find a detailed description of the ISTE standard at the link.

Unlike traditional approaches that emphasise primarily technical skills, the ISTE Standards highlight the teacher as an active participant and leader of change — a person who uses technology to enhance learning, collaboration and professional development.

ISTE defines seven key roles that a teacher can assume in a digital learning environment. Each of these roles carries specific competencies and implies proactive action in the context of learning and teaching:

Learners

Teachers continuously improve in the use of digital technologies, explore new pedagogical approaches and participate in professional communities of practice. A key competence is openness to lifelong learning and willingness to constantly adapt.

Leaders
 
In this role, teachers lead innovation, promote responsible and purposeful use of technology and drive change within the institution. They shape the vision for digital transformation and motivate others by their example.
 
Citizens
 
Teachers develop and transmit the values of digital ethics, safety and responsibility. They encourage students to think critically about digital identity, privacy and the social implications of technology.
 
Collaborators
 
The teacher's competence is in the use of digital tools for collaboration with students, colleagues and the wider community. The emphasis is on the joint creation of knowledge and networking.
 
Designers
 
Teachers design creative and personalized digital learning experiences. In doing so, they adapt tools to the different needs of students, creating flexible and inclusive environments.
 
Facilitators
 
In this role, teachers guide students in active and exploratory learning using technology. Their competence is to create conditions in which students take an active role and develop critical thinking.
 
Analysts
 
Teachers use data and digital tools to monitor, evaluate and improve learning. Analytical competence includes interpreting results and providing quality feedback to students.
 

The importance of the ISTE standard

ISTE standards offer a vision of teacher professional development based on reflective practice, innovation and leadership. They are not only a technical manual, but a pedagogical and ethical framework for the activities of teachers in digital education. In the context of higher education, the application of these standards can significantly contribute to:

  • the development of the institutional digitalisation strategy
  • improving the quality of teaching and student engagement
  • strengthening the professional identity of teachers in the digital age.
 

Key prerequisites for the effective use of technology in higher education institutions

There are seven key prerequisites for effective use of technology in higher education, according to ISTE:

  1. Shared Vision: The university should develop a clear and commonly accepted vision for the introduction of technology in education. All key stakeholders should participate in the creation of this vision: teachers, administration, students and professional services. This ensures a common understanding of goals and motivations for change.
  2. Implementation Planning: It is necessary to strategically and systematically plan all aspects of technology implementation, from infrastructure to evaluation of digital resources. Proper planning allows for thoughtful decisions and a clear connection of technology to educational goals.
  3. Equitable Access: Higher education institutions must ensure equal access to digital devices, network infrastructure and educational content for all students and faculty, regardless of socioeconomic conditions or lack thereof.
  4. Prepared Educators: Teachers need ongoing professional support through professional development to effectively use digital tools in their teaching. Services at the HEI level such as teacher mentoring or instructional designer support significantly facilitate the adaptation of new technologies.
  5. Competent and adequate technical support: Effective functioning of the digital infrastructure requires constant and professional technical support that ensures accessibility, regular maintenance and quick response to potential problems.
  6. Quality educational activities and content: Selected digital content must be pedagogically designed, relevant, research-based, and aligned with learning outcomes and educational standards to encourage meaningful and diverse forms of learning.
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