The broad approach to using Generative AI in K-12 schooling focuses on identifying risks and productivity gains rather than the more complex issues of transformational change. As a response, this study examined how school leaders considered Gen AI transformation within their disciplines. Ten subject leaders were interviewed about their pedagogical…

Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies…

Little is known about how preservice teachers learn the technological pedagogy and digital skills expected for graduate teaching. This article examines how digital technologies are incorporated into Initial Teacher Education in Victoria, Australia, specifically the Bachelor of Education, and identifies development opportunities for Technological…

Many university lecturers have integrated feature films and television series (FF/TV) into their lessons to improve student engagement. Although film in teaching might seem like a well-established practice, it is reliant on a range of fast-changing technologies to effectively integrate FF/TV into instruction, learning activities and assessments.…

This document provides guiding principles and practical examples for using AI in teaching and learning. Underpinned by a human-centred approach, the PATH principles serve as key guidance to ensure the ethical and effective integration of AI systems into teaching and learning. The PATH principles are: Promote teaching and learning; Advance…

Teachers often perceive barriers to integrating technology with Mathematics. In the study, teachers participated in professional development about considerations for and examples of integrating Digital Technologies into Mathematics learning in primary schools meeting the "Australian Curriculum: Mathematics and Digital Technologies"…

This study investigates Contemporary Mathematical Instruction Competence (CMIC) using the PISA 2022 dataset. The research aims to identify the underlying dimensions of CMIC and assess their consistency across different cultural contexts. Variables were selected from teacher surveys in PISA 2022, focusing on mathematical reasoning, cognitive…

This paper examined Australian distance education teachers' perspectives about how they drew on technological tools to support their primary and secondary students' learning. Via two focus groups (n = 9, n = 7), teachers identified that technology greatly assisted them in relation to developing relationships with students and families, creating…

A rapid, exploratory review to establish a shared understanding of what constitutes good quality EdTech and implementation. The review: (1) examined existing frameworks and standards; and (2) identified the characteristics, quality components, essential conditions and evaluation criteria for the design and implementation of EdTech. The report…

Career-change pre-service teachers appear to offer more to teaching due to the knowledge, experiences and mindset garnered from previous vocations. How these experiences contribute to this cohort's technology pedagogy is not well understood. This explanatory case study applied a social cognitive lens to investigate how incumbent technological…

Globally, there is considerable investment in education technologies leading to increased attention from stakeholders (Trucano, 2017). For a deeper understanding about the implementation of various technologies, research is needed to examine how teachers are incorporating them in teaching and learning. This study focused on eight countries to…

This paper presents findings from an on-going international study (Australia and Finland) of preschool teachers' beliefs and pedagogical practices in the integration of technology to engage young children in learning science. Scarcely used in early childhood education research, this study is framed using Mishra and Koehler's (2006) Technological…

The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common…

This paper presents a summary of the key findings of a TPACK survey adapted for a higher education context and serves as an initial sampling technique for a larger study in the design and delivery practices of academics. There are few studies that investigate how technologies are used and experienced in courses from an objective pedagogical…

Information and communication technology (ICT) is an integral aspect of the current Australian Curriculum: Mathematics. The language, strategies and resources required in mathematics education today can be very different to the mathematics lessons experienced by current teachers when they themselves were at school (Sousa, 2015). Learning…