معايير تكنولوجيا التعليم للمديري المدارس, المعلمين, الطلاب

يعد دمج التكنولوجيا في التدريس من بين استراتيجيات التدريس الحديثة التي يتم استخدامها في التعليم, إذ يتغير فيها دور المعلم من المزود بالمعرفة إلى دور المساعد على تحقيقها, وبالإضافة إلى اعتبار المتعلم مسؤولا عن التدريس من خلال إكسابه مهارات التعامل مع التكنولوجيا, ودعم مهارات التفكير الناقد لديه, وبالتالي يصبح المتعلم عنصرا فاعلا في عمليه التعليم.

There is much innovation to be found in the field of Educational Technology, both in its design and in its use. However, this innovation is patchy and inconsistent and rarely informed by research evidence or effective research practice. When reviewing work from within academia, commerce and educational practice it is clear that vital information about the context of the innovative work is unrecorded and that the relationships between researchers, developers and practitioners rarely exist. The production of effective innovations in the design and use of educational technology will rely upon these key relationships being fostered and strengthened. Developers need to be aware of existing evidence and able to use sound research methods to evaluate their products, researchers need to work with developers to help them acquire the knowledge and skills, and educators must be part of the process through their input to the design and evaluation of the technologies being developed.