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Results indicate emphasis on five pillars—Designer, Analyst, Facilitator, Citizen, and Learner—as a basis for implementing the full seven-pillar model in practice. Authors recommend adoption of ISTE Standards at the postsecondary level.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Experiences of using ISTE Standards for Educators in the Classroom  \nGaspard Mucundanyi  \nNew Mexico State University, USA, [gaspard@nmsu.edu](gaspard@nmsu.edu)  \nGopal Tamang  \nNew Mexico State University, USA, [gopalt@nmsu.edu](gopalt@nmsu.edu)  \nIntegrating technology in k-12 classrooms is still a challenge. However, the International Society for Technology in Education (ISTE) provides standards that can help educators to integrate technology in teaching and learning. The purpose of this study is to share the pillars of the ISTE Standards for Educators that in-service teachers felt comfortable and confident to use in their classrooms. This study used a systematic review to examine the primary research publications on the experience of in-service teachers using ISTE Standards for Educators as a framework or a foundation to create an instrument. The findings showed that the in-service teachers had focused on the pillars of Designer, Analyst, Facilitator, Citizen, and Learner in their teaching and learning activities. These five pillars may serve as a foundation for in-service teachers to fully implement the seven pillars of ISTE Standards for Educators in the classrooms. The authors also recommend the instructors at a postsecondary level to use the ISTE Standards for Educators in their teaching and learning activities.  \nKeywords: ISTE standards for educators, systematic review, in-service teachers, technology in education  \nINTRODUCTION  \nWe live in a world dominated by technology and as a society we have noticed and experienced the pros and cons of using technology in our daily lives. It is easier to understand what a technology can provide; however, it may be impossible to predict the worst-case scenario of the technology we choose. While it is simple to make decisions on technological tool for personal use, it is more challenging to select the right tool for k-12 education (Dukuzumuremyi & Siklander, 2018; Mucundanyi & Woodley, 2021) . It is no longer unusual to receive a message that the school data was stolen or the technology was unavailable for known or unknown reasons. All uncertainties surrounding the technology makes the process of integrating technology in k-12 education more complex.  \nBefore adapting technology into the classrooms, teachers weigh the advantages over disadvantages to ensure the safety of k-12 students. In addition to the safety of the students, there are other challenges that prevent k-12 teachers to use technology (Hali, 2021) . Teachers’ belief on using technology influences their decisions of not introducing technology in the classroom (Iskandar, 2021; Wiburg et al., 2017). Teachers who believe that a technology in a classroom is a distraction may not be motivated even to try it with the students. Furthermore, a lack of teacher professional development or teacher training on integrating technology into teaching and learning may prevent teachers not to use technology at all. It is important to note that the professional development should not be just one time opportunity, but an ongoing activity that helps teachers to cope up with the technology changes. The  \nCitation: Mucundanyi, G., & Tamang, G. (2022). A systematic review on in-service teachers experiences of using ISTE standards for educators in the classroom. Anatolian Journal of Education, 7(2), 11-18.  \n[https://doi.org/10.29333/aje.2022.722a](https://doi.org/10.29333/aje.2022.722a)  \nongoing professional developments on technology help the novice teachers to feel comfortable, learn, and collaborate with the experienced teachers, which in turn creates a community.  \nEven though technology in education is regarded as a new field, it is impacting the ways of teaching and learning (Rajbanshi et al., 2020; Yüksel & Eren, 2016) . Almuqayteeyb (2021) stated that “there is a growing concern to use new teaching methods in teaching educational technology courses rather than the traditional lecture metho","cbCaieHkOZTnRCUI","https://ap.wps.com/l/cbCaieHkOZTnRCUI","pdf",198758,"English","# Introduction\n# ISTE Standards for Educators","[{\"question\":\"What is the main purpose of the systematic review?\",\"answer\":\"To share which pillars of the ISTE Standards for Educators in-service teachers felt comfortable and confident using in their classrooms.\"},{\"question\":\"What method did the study use to examine teachers’ experiences?\",\"answer\":\"A systematic review of primary research publications, using ISTE Standards for Educators as a framework to create an instrument.\"},{\"question\":\"Which ISTE pillars were most emphasized by in-service teachers?\",\"answer\":\"Teachers focused on five pillars: Designer, Analyst, Facilitator, Citizen, and Learner in their teaching and learning activities.\"}]","A Systematic Review on In-service Teachers Experiences of using ISTE Standards for Educators in the Classroom | PDF",1792073399]