Educator preparation, personalized learning (PL) implementation, and applications of Generative AI converge as three interrelated systems that, when carefully designed, can help achieve the long-sought goal of providing inclusive education for all learners. However, realizing this potential comes with challenges resulting from theoretical…

This study investigates science teachers' perceptions of their level of Technological Pedagogical Content Knowledge (TPACK) and the challenges they face in integrating technology into the classroom. Using a case study approach, data were collected through the TPACK scale and semi-structured interviews with 102 science teachers. The results reveal…

Although mobile technologies are commonly used to support language learning, there is a lack of research to comprehensively determine the acceptance, readiness, affordances, and challenges in this area. To address this gap, this systematic literature review selected 49 articles indexed in the Scopus database between 2013 and 2022. This study found…

Large language models such as ChatGPT 3.5, Grammarly, and Copilot, to name a few, are referred to as generated artificial intelligence tools (GenAI). These GenAI tools have gained significant popularity in education since their launch. How can teacher education take advantage of the hype around GenAI tools? These AI-generated tools prompted an…

The integration of Artificial Intelligence (AI) into early childhood education raises important pedagogical questions about how to design inclusive, multimodal learning experiences that nurture children's agency and critical literacies. This paper analyzes sixty AI-enhanced teaching scenarios, developed during a national training program, through…

In the teaching of math-fact automaticity, most classroom teachers are unaware of research-based practices such as the use of a controlled response time, the scaffolded teaching of individual math facts, the limiting of exposure to new math facts, the separation of math facts with common operands, and even the definition of automaticity. As a…

This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a reflective practice and SDLC in a preservice teachers' class. Regression analyses were conducted to examine the effects of RP on SDLC. In addition, a…

Co-creation is an open practice where learners participate in decision-making about aspects of course design, which in our context has included various activities from course design to assessment decisions. After the OTESSA22 conference, this group of conference attendees reflected on co-creation practices and experiences in their respective…

Recently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in…

As we talked with school teachers about the use of physical computing systems in class, one major drawback of these systems became obvious: almost nobody--next to enthusiastic autodidacts--has been able to tell us on an abstract basis for which educational purposes a certain physical computing system can be used, i.e. in a goal-oriented way. This…

As online education grows, ensuring accessibility for diverse and marginalized learners has become increasingly critical. This study investigated faculty perceptions of Anthology Ally, a tool designed to enhance the accessibility of online course materials by identifying and resolving accessibility issues. Using survey data from 78 educators at…

Purpose: This study aims to investigate how primary teachers, when taking part in digital didactic design (D[superscript 3]) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D[superscript 3]…

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing…

In the 2024-25 school year, researchers from the Center on Reinventing Public Education (CRPE) studied 18 California schools--15 public charters, one public district, and two private schools--that are piloting artificial intelligence (AI) tools to address issues like learning gaps, behavioral challenges, and teacher inexperience. These schools…

When "software takes command", people take fright -- a reaction which frequently accompanies change or novelty. Their fears are understandable, but they also cloud people's view of the potentials that digital tools and digital media hold for society and especially educational contexts. Their fears also define societal debates and…