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Sonnenberg, University of Alberta, Canada Arif Onan, Akdeniz University, Turkey  \nDouglas Archibald, University of Ottawa, Canada  \nAbstract  \nPost-secondary institutions need clarity regarding what their educational technology teams can offer. Educational technology is not simply a hammer that can be quickly utilized, but rather an instrument that needs to be tuned for each unique learning context. Using a modified Delphi approach, we validated an educational technology framework that highlights the necessary capabilities, competencies, and example activities needed in higher education across Canada, which moves away from traditional roles and responsibilities. This framework captures the need for teams to educate, collaborate, design, develop, administer, and lead within their institutions. It also highlights the revealed desire and need to create broader communities of practice and collaborations between various institutions. Educational technology teams themselves, when functioning optimally, will not only transform the academic experience for learners and teaching faculty, but they will ultimately shape the direction of higher education’s teaching and learning.  \nKeywords: Education technology; framework; competency  \nRésumé  \nLes établissements postsecondaires ont besoin de clarifier ce que leurs équipes de technologie éducative peuvent offrir. La technologie éducative n'est pas simplement un marteau qui peut être utilisé rapidement, mais plutôt un instrument qui doit être accordé pour chaque contexte d'apprentissage unique. À l'aide d'une approche Delphi modifiée, nous avons validé un cadre de technologie éducative qui met en évidence les capacités, les compétences et les exemples d'activités nécessaires dans  \nCJLT/RCAT Vol. 47 (1)  \nl'enseignement supérieur au Canada, qui s'éloigne des rôles et des responsabilités traditionnels. Ce cadre rend compte de la nécessité pour les équipes d'éduquer, de collaborer, de concevoir, de développer,  \nd'administrer et de diriger au sein de leurs établissements. Il met également en évidence le désir et lebesoin révélés de créer des communautés de pratique et des collaborations plus larges entre divers établissements. Les équipes de technologie éducative, lorsqu'elles fonctionnent de manière optimale, ne transformeront pas seulement l'expérience universitaire des apprenants et du corps enseignant, mais elles façonneront en fin de compte l'orientation de l'enseignement et de l'apprentissage dans l'enseignementsupérieur.  \nMots-clés : Technologie de l'éducation ; cadre; compétence  \nIntroduction  \nEven though educational technology (EdTech) has existed for centuries, integrating EdTech into higher education has become a top priority for postsecondary institutions, in part due to student and educator expectations. The COVID-19 pandemic response is a perfect illustration of the current need for connection between technology, pedagogical delivery, and best practices (Veletsianos & Houlden, 2020). This is an opportunity to rethink the function an educational technology team can accomplish in higher education (U.S. Department of Education, 2017). However, EdTech is not simply a hammer that can quickly be pulled out of the toolbox, but rather an instrument that needs to be tuned for use in each unique learning context.  \nMerriam-Webster (Technology, n.d.) defines technology as “a capability given by the practical application of knowledge”, stemming from the Greek words techne (skill, art, craft) and logos (word, reasoning) (Tulley, 2008). The Association for Educational Communications and Technology (AECT) defines EdTech as \"the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate tech","cbCaisKyyFdDMMkp","https://ap.wps.com/l/cbCaisKyyFdDMMkp","pdf",530539,33,"English","# Abstract\n# Introduction\n# Frameworks and context\n## Educational Technology Competency Framework\n## Competency-focused EdTech frameworks","[{\"question\":\"What problem does the educational technology competency framework address for post-secondary institutions?\",\"answer\":\"It provides clarity on what educational technology teams can offer. It also clarifies the capabilities and competencies needed for higher education contexts across Canada.\"},{\"question\":\"How was the framework validated?\",\"answer\":\"A modified Delphi approach was used to validate the educational technology framework and identify necessary capabilities, competencies, and example activities.\"},{\"question\":\"What kinds of team functions does the framework emphasize?\",\"answer\":\"It highlights that teams should educate, collaborate, design, develop, administer, and lead within their institutions, shaping teaching and learning direction.\"}]","Educational Technology Competency Framework: Defining a Community of Practice Across Canada | PDF",1792086572,83]