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Hyojoon Kim; Jinwoong Song; Sangwoo Ha – Journal of Computer Assisted Learning, 2024
Background: TPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre-service teachers are rare.…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Technological Literacy, Preservice Teachers
Katherine Frances McLay; Vicente Chua Reyes Jr. – Journal of Computer Assisted Learning, 2024
Background: This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning.…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, 21st Century Skills, Technology Uses in Education
Niina Niinimäki; Kati Sormunen; Pirita Seitamaa-Hakkarainen; Sini Davies; Kaiju Kangas – Journal of Computer Assisted Learning, 2025
Background: Implementing maker education in schools is on the rise, fuelled by its potential to move formal education towards a creative, technology-driven 21st century learning culture. In maker education, collaborative learning takes place through and around various digital and traditional technologies, which provide the means for students'…
Descriptors: Cooperative Learning, Experiential Learning, Technological Literacy, Student Projects
Meng Cai; Han Luo; Xiao Meng; Jiaqi Liu – Journal of Computer Assisted Learning, 2024
Background: Higher vocational education is an essential part of the higher education system that complements conventional education. In the context of information and communication technology (ICT) development and academic competition, more and more literature has proved the importance of ICT use in educational development (academic achievement…
Descriptors: Higher Education, Vocational Education, Educational Technology, Technology Uses in Education
Tomoko Yabukoshi; Atsushi Mizumoto – Journal of Computer Assisted Learning, 2024
Background: While self-regulated learning (SRL) strategy-based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy-based writing instruction, despite the availability of various…
Descriptors: Writing (Composition), Educational Technology, Self Management, Learning Strategies
F. Sehkar Fayda-Kinik; Munevver Cetin – Journal of Computer Assisted Learning, 2025
Background: The unprecedented access to information in the 21st century entails a deep understanding of information and communication technology (ICT)-related factors in education and their impacts on learning and teaching. The role of attitudes towards ICT is a proven factor in student achievement. However, there is no consensus about the…
Descriptors: Information Technology, Technology Uses in Education, Academic Achievement, Secondary Education
Jia Zhang; Zhuo Zhang – Journal of Computer Assisted Learning, 2024
Background: AI can positively influence teaching by offering support for classroom management, creating inclusive learning environments, enhancing digital skills, personalizing teaching methods, and strengthening teacher-student relationships. Objectives: This quantitative research study investigates the opportunities, difficulties, and…
Descriptors: Inclusion, Teaching Methods, Computer Assisted Instruction, Barriers