Many mathematics teachers struggle to effectively integrate information and communication technology (ICT) in their teaching and need continuous professional development programmes to improve their technological pedagogical content knowledge (TPACK). This article aims to identify mathematics teachers' levels of TPACK and barriers to integrating…

Since the 1960s-1970s, the implementation of Computer-Assisted Language Learning concept has contributed to the progress made on Foreign Language Learning (FLL) in numerous ways. It has enabled the teachers and language learners to enrich the language learning process with improved interactivity with certain learning materials and gave rise to…

Good teaching does not come from mere check-box compliance. Teachers who have real impact with their students continually use their expertise and intuition to evaluate, adapt, and improve how they implement new strategies within their classrooms. New practices rarely make a difference unless teachers engage eagerly and thoughtfully in adopting and…

In recent years, educators have used the SAMR (Substitution, Augmentation, Modification, and Redefinition) model to describe the ideal trajectory of teachers as learners with new technology. The very same general pattern can be found in Judith Sandholtz's research from the Apple Classrooms of Tomorrow project in the 1980s and the five-phase model…

Virtual reality (VR) platforms act as a potentially transformative tool in learning and teaching. The aim of this study was to examine pre-service teachers' (PST) perceptions about VR, inclusive of their beliefs about its capacity to be used as a teaching and learning tool. A case-study, conducted at an urban university in Australia involved a…

This study sought to develop an understanding of current practices by professionals in the field to best prepare future social studies educators in the usage of technology. A quantitative investigation examined the usage and perceptions of educational technology by 398 grades 6-12 social studies teachers from across a Mid-Atlantic state. A…

This study aims to reveal pre-service teachers' views about digital teaching materials which they have in their Technologies in Teaching and Materials Design course. In this qualitative study, phenomenological design was used. The participants of the study consist of 55 pre-service teachers studying and taking the above-mentioned course at Gazi…

The discussion and debate on integrating social media into the formal education remain largely speculative rather than well informed and certain. Only limited studies and mainly from developed nations attempted to describe specific learning gains and benefits of social media as a formal tool in the learning environment. Studies that attempt to…

In this essay, I explore the topic of curriculum design in business and management education from the perspective of my current role as Associate Dean, Learning and Teaching. Using Biggs's constructive alignment as an organizing framework, I summarize a number of challenges for management educators and administrators in the design and evaluation…

Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers' conceptions of…

This article describes good teaching with technology from both teachers' and students' perspectives through analyzing two distinctive cases of teaching practices with technology in K-12 settings. Data was generated from teacher interviews, classroom observation, student interviews, and student reflection journals. From the analysis of these data,…

Purpose: Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools.…

This paper explores the digitalisation of teaching and learning understood as external processes, influenced by government and international trends and as internal processes within the institutions, in Denmark and Norway. These are countries with similarities regarding digitalisation and educational systems. In the internal processes, there was…

Background: As technology today is pervasive, this study seeks to examine how technological changes influence Foundation Phase learners, specifically the impact of technology on teaching and learning. Aim: This study establishes professional perspectives of technology-based teaching and learning (TBTL) in the Foundation Phase from the vantage…

This article presents a review of the literature, pertaining to technology accessibility in K-12 schools in the United States, in order to bring technology accessibility into conversations about equity in instructional technology with the goal of ensuring that disabled learners have equal access to the technology-enhanced learning opportunities…