The Reality of Implementing the Educational Technology Teacher Preparation Program at Al-Aqsa University in Accordance with the International Society for Technology in Education (ISTE)

Abstract

Purpose - This study aims to explore the extent to which the Educational Technology Teacher Preparation Program at Al-Aqsa University aligns with the International Society for Technology in Education (ISTE) standards. A descriptive-analytical approach was adopted, employing three data collection tools: content analysis of the official ISTE website, , Semi-Structured Intervieinterviews with a number of experts, and a questionnaire administrated to 660 male and female teachers who graduated from the program. A total of 168 valid responses.  Findings revealed that the teacher preparation program demonstrated a 73.53% alignment with the International Society for Technology in Education (ISTE) standards, signifying a relatively high degree of conformity. This result was corroborated by expert interviews, which emphasized strong alignment in areas such as technological competence and digital leadership. However, experts also identified notable deficiencies in three critical domains: the integration of design thinking methodologies, the cultivation of innovation skills, and the implementation of technology-driven assessment practices. These findings underscore the imperative to revise and update specific program components to ensure greater correspondence with evolving global standards in the field.