This exploratory case study research describes the integration of Information Communication Technology (ICT) into the teaching and learning of English, mathematics and science in an elementary school in Singapore. The school in this case study research is one of the first primary-level future schools that was set up under the…

In this article, we outline the findings of a Canadian survey study (N = 302) that focused on the extent of computer algebra systems (CAS)-based technology use in postsecondary mathematics instruction. Results suggest that a considerable number of Canadian mathematicians use CAS in research and teaching. CAS use in research was found to be the…

The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy…

This study contributed to our understanding of those factors that serve as predictors of science teachers' selection and use of technologies and more specifically, how selection and usage was realized among teachers of different science disciplines. Notable descriptive statistics were examined, and we tested an explanatory model of how…

In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2)…

Different technologies have been used for decades to support adult education and learning. These include radio, television and audio and video cassettes. More recently digital ICTs such as computers, tablets, e-books, and mobile technology have spread at great speed and also found their way into the teaching and learning of literacy and numeracy…

Behind the lectern stands the professor, deploying course management systems, online quizzes, wireless clickers, PowerPoint slides, podcasts, and plagiarism-detection software. In the seats are the students, armed with smartphones, laptops, tablets, music players, and social networking. Although these two forces seem poised to do battle with each…

This study investigates how native-speaker English teachers working at Japanese universities use the Internet in their classes. In 2008, 50 instructors completed a survey about their teaching-related use of the Internet; another group of 50 was polled in 2012. The respondents were asked about their teaching situations, whether they used…

It is known that every learner is unique and that one-size-fits-all instruction does not work for most. How can a classroom environment be created that gives each learner voice and choice? The co-founders of Personalize Learning, LLC, offer a detailed six-step approach. This article provides the background on what is and what is not Personalized…

Developing countries have a responsibility not merely to provide computers for schools, but also to foster a habit of infusing a variety of ways in which computers can be integrated in teaching-learning amongst the end users of these tools. Earlier researches lacked a systematic study of the manner and the extent of computer-use by teachers. The…

Although there is a vast research base on the literacy practices of adolescents and the issues surrounding the integration of technology despite current widespread access to tools and the Internet (Cuban, 2003), very little has been completed on the attempts of teacher educators to integrate technology within a specific content area to prepare…

The purpose of this study was to examine faculty members' perception of Web 2.0 technologies on teaching and learning in higher education compared to traditional classroom teaching methods in programs at a higher education institutions to establish if relationships prevailed in their delivery of courses through the use of Web 2.0 technologies…

The Personalized Integrated Educational System (PIES) design theory is a design recommendation regarding the function and features of Learning Managements Systems (LMS) that can support the information-age learner-centered paradigm of education. The purpose of this study was to improve the proposed functions and features of the PIES design theory…

Since the 1920s, ICTs have been endorsed as solutions to challenges of access and quality in education. Proponents have also supported technology use in education on grounds that it could potentially impact cognitive, affective, and pedagogical outcomes. Based on these perceived benefits, many developed and developing countries have been…