A theoretical framework grounded in constructionism and pragmatism theories supported research on learning by doing. This framework underpinned the purpose of this qualitative case study to explore how K-8 STEM teachers facilitated projects utilizing innovative technologies to solve community-based problems. The problem was a lack of connection…

Flipped classrooms represent a new instructional paradigm for presenting K-12 instruction. Whereas in traditional classrooms new content is taught during the school day and application activities are assigned for homework, in flipped classrooms students are expected to acquire new content by working through assigned tasks at home prior to the next…

Learning analytics dashboards (LADs) are often used to display real-time data indicating student learning trajectories and outcomes. Successful use of LADs requires teachers to orient their dashboard reviews with clear goals, apply appropriate strategies to interpret visualized information on LADs and monitor and evaluate their interpretations to…

This study investigates the confidence levels of Thai secondary teachers in using digital technology and their demand for professional development (PD) programs. A questionnaire was designed, covering four key areas: digital literacy, practical application of digital technology, problem-solving skills, and adaptability. The results revealed that…

This study examines and explores the challenges, issues, and problems with their solutions regarding Science, Technology, Engineering, and Mathematics (STEM) education along with the awareness enjoyed by science teachers. The selection of papers for this study was done through systematic literature review techniques. The 11 themes were generated…

This study critically examines the use of Information and Communication Technology (ICT) in supporting the education of students with Special Educational Needs and Disabilities (SEND) in primary settings, with a focus on its pedagogical implications. Acknowledging the evolving nature of technology, this research highlights its dual potential to…

Inquiry-based learning is not common in secondary geography classrooms in the United States. The goal of this initial foray into design-based research was to maximize the potential of online video-case technology to disrupt this trend and support geography teachers in enacting high-quality problem-based geographic inquiry (PBGI). Informed by…

This paper presents the results of an exploratory case study that examined a veteran secondary teacher's knowledge for teaching non-routine mathematical problem-solving with digital technologies. Data was collected through the observation of a veteran mathematics teacher, in real time, solving a mathematical problem with the digital tools of his…

The present study aimed to evaluate the transformation supported with digital contents and skills in the field of education in terms of its strong aspects, weaknesses, the related opportunities and suggestions from the perspectives of teachers within the context of 2023 Education Vision. In the study, the case study method, one of qualitative…

The aim of this article is to examine research on inquiry-based chemistry education in primary and secondary schools to discuss how it is addressed in the research literature. A systematic review was conducted, including 102 articles published between 2000 and 2020. Through inductive analyses, the articles were categorised into four groups: (1)…

This paper reports on two teachers' perceptions as part of a project examining the learning that took place when 9 and 10-year-old children used "ScratchMaths" in their programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews, and teacher analysis and review of their…

The purpose of this qualitative hermeneutic phenomenological study was to understand the lived experiences of teachers in kindergarten through first grade utilizing digital technologies to engage elementary students during mathematics instruction. This phenomenological study was guided by the following research questions. (1) How do elementary…

This study investigated the impact of integrating design-technological activities on developing mathematical competencies among construction engineering students. A mixed methods approach compared curriculum delivery with and without digital tools across universities in Kazakhstan and Turkey. First, semi-structured interviews of faculty provided…

Technology-based supports offer promise for helping elementary school teachers implement Tier 2 interventions to address challenging student behavior. The Daily Report Card Online (DRCO) platform is a cloud-based web application designed to support teachers' adoption and implementation of a high-quality daily report card (DRC) intervention through…

Most countries attempt to catch up with technological progress and digitise their educational environment, but still there are few teachers that integrate ICT in education adequately. Several factors may hinder this process, whose exploration is important because only after learning about these barriers can efficient counteractions be taken. One…