The purpose of this study was to examine teachers' needs and preferences for technology integration professional development (PD). To guide the study, three research questions were developed: (1) What are teachers' needs and preferences for technology integration professional development in K-12 schools?, (2) How are teachers currently integrating…

This study investigates the beliefs and practices of secondary school mathematics teachers in Malta regarding the potential of generative artificial intelligence (GenAI), particularly through tools like ChatGPT, in teaching, using the TPACK framework. Through a case study methodology involving pre- and post-professional development (PD) session…

It is becoming increasingly vital for the next generation of students to acquire problem-solving, critical thinking, and collaborative skills for them to be successful in the 21st century. The use of technology greatly bolsters the integration of these skills. Robotics, one of the many emerging arrays of technologies, presents learners with…

This study examines the effects of interactive and collaborative digital training applications on teachers' academic performance, utilizing the Technology Acceptance Model and collaborative learning theories. A total of 219 government school computer teachers participated in an online training program through Microsoft Teams, employing a…

This paper focuses on the factors that influence in-service teachers' use of Chromebooks and iPads in K-12 classrooms. Fifty-one participants enrolled in online education programs at a university in the south participated in the study. Data were collected using an online survey and analyzed using an inductive approach focusing on important…

While technology use is becoming increasingly common in education, teachers remain reluctant to use technology and hesitant on how best to incorporate it into their teaching and practice. There is a strong demand from institutions for English language teachers to cope with the changing landscape of teaching in the twenty-first century. This…

This qualitative study explores the views of six Cypriot primary school teachers regarding the value of educational technology, their actual use of such technology in their classrooms and factors working against its use. Participating teachers collaborated with the researcher in the design of simple web-based learning environments for a variety of…

This research examined which teachers' cognitive and motivational factors, i.e., constructivist beliefs, intrinsic and extrinsic motivation, perceived ease of use and behavioral intention, fostered an effective and satisfactory integration of technology into educational practices. 374 Italian teachers (M[subscript Age] = 38.69, SD = 5.30; F = 198)…

While a considerable body of research has focused on learners' acceptance of or resistance to mobile technologies, fewer studies have focused on teachers. This research study aimed to understand the factors influencing South African teachers' acceptance of or resistance to using mobile technologies in their classroom practice. The Technology…

The use of technology engages students and increases academic achievement, as Tamin, Bernard, Brookhovski, Abrami, and Schmid (2011) found in a study summarizing 40 years of research on this topic. Educators face attitudinal, sociocultural, and pedagogical barriers to technology integration in spite of its positive impact on academic achievement.…

This quasi-experimental study examined the effects of online professional development in technology with Virtual Communities of Practice (VCoP) on teachers' attitudes and content integration. This research study took place completely online. Over a period of nine months three cohorts of educators from diverse backgrounds and geographical locations…