Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose: The aim of the paper is to capture and understand how student…

Unlock the Future of Education with "Learning with AI" Discover how artificial intelligence is transforming education with "Learning with AI," a pivotal co-publication from Johns Hopkins University Press and the National Science Teaching Association. Authored by Joan Monahan Watson, this essential guide empowers K-12 educators…

Teacher professional development (TPD) programs enhance teachers' skills and competence. Since teachers are the primary beneficiaries, their perceptions are crucial in assessing TPD effectiveness and relevance, providing insights to improve future program design and evaluation. This study focused on Biology teachers, who were non-education…

Education is getting more informed, digitalised and person-centred. The transition to active learning blurs the boundaries of traditional classroom teaching and encourages the development of new teaching formats. As a result, more and more teachers are turning from "rigid" teaching formats to ones that are more flexible. However, new…

The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study…

In this study, we described a curricular module on computational thinking (CT) integrated within an undergraduate, senior level elementary science methods course, and developed insights on elementary preservice science teachers' (PSTs) thoughts, feelings, and actions about CT integration. Our research question was: "Following participation in…

In this study, we examined how teachers involved in a yearlong technology integration initiative planned to enact technological, pedagogical, and content practices in science lessons. These science teachers, engaged in an initiative to integrate educational technology in inquiry-based science lessons, provided a total of 525 lesson plans for this…

This study used the framework of technological pedagogical and content knowledge (TPACK) to examine how elementary education preservice teachers integrated technology in science units that they designed after completing courses on science education and technology integration. The findings indicate that technologies included at the end of lessons…

This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively…

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science…

The purpose of this study is to understand the phenomenon of the "professional journey" of elementary teacher candidates (ETC) both as learners and as teachers by exploring their learning experiences and practices regarding the virtual reality (VR) platform called Second Life (SL). Using the grounded theory approach, we designed an…

Aim/Purpose: This paper presented the framework for the integration of digital technologies in education, implemented in InTecEdu Program, developed by Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina (UFSC), Brazil. Background: The main objective of the model presented is to arouse interest in science and…

The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content…

The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology…

This paper presents the development and implementation of a professional development workshop series on integrating mobile phones into science teaching for a group of teachers in Sri Lanka. The series comprised a 3-day Planning Workshop followed by implementation of the planned lessons in real classrooms and a subsequent 1-day Reviewing Workshop.…