Evaluating the Integration of Technology by Teachers in E-Education in Elementary Schools Based on the International Standards for Technology in Education (ISTE)

The purpos of this study  was to evaluate the integration of technology in e-education by elementary school teachers based on international standards for technology in education. This research was applied in terms of purpose and employed a survey method. The statistical population consisted of all male elementary school teachers in one district one of Hamedan city during the 2022-2023 academic year, with a sample of 140 participants. Data collection was conducted using a researcher-made questionnaire based on the six dimensions of ISTE's standards. The questionnaire's validity was confirmed by educational technology professors, and its reliability was established using Cronbach's alpha, yielding a value of 85% for the total dimensions. The findings revealed that the integration of technology by male elementary teachers in district one of Hamedan city in e-education, considering technological concepts and operations, teaching planning across multiple environments, planning and designing learning experiences and environments, measurement and evaluation, professional productivity, and human, legal, ethical, and social technology issues, was at a favorable level. Furthermore, no significant differences were observed in technology integration based on educational technology standards with regard to age, education, and experience. Based on the findings, it can be concluded that primary school teachers employ strategies related to technology integration dimensions and indicators in an integrated manner within the e-education context, aligning with global standards for technology integration in the teaching-learning process. Therefore, it is recommended that officials and planners take the necessary steps to maintain and further enhance this positive development.