Recent literature underscores the need for teachers to develop AI competencies with a recognition of the current lack of well-defined competence frameworks. This critical review investigates teachers' Artificial Intelligence (AI) competence frameworks (AI CFTs), analysing their strengths, weaknesses and practical applications for researchers,…

Over the last several decades, digital technology (DT) integration in teaching and learning mathematics has received considerable attention, as such integration has not led to the expected results. Teacher education is a critical factor -- even more important than access to tools and devices -- in technology-enhanced teaching and learning. The…

Introduction: Integrating digital tools and resources into classroom instruction has become increasingly essential in modern education. As technology advances, teachers face the challenge of effectively integrating digital learning content into dynamic classroom practices. This paper explores the competencies teachers require for this task, aiming…

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the…

The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers' ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key…

The rapid development of artificial intelligence (AI) technologies has demonstrated their affordances and limitations in revolutionizing pedagogical strategies in higher education. Given the lack of guidelines, policies, and resources to assist instructors in efficiently and ethically integrating AI into teaching and learning practices, this…

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…

Modeling is a widely adopted and frequently used strategy to prepare teacher candidates for technology integration. However, whether modeling as a strategy alone is enough for technology-infused teacher preparation programs is questionable. Therefore, the purpose of this paper is to describe an investigation of how teacher educators model…

This review of the literature analyzed twenty-eight survey instruments that were designed and validated by different researchers in order to measure teachers' technological pedagogical content knowledge. The analysis was done to find out the nature and synthesis of survey items across domains of the technological pedagogical content knowledge…

Recent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to…

The U.S. Department of Education, national organizations, and accrediting bodies require that teacher candidates be ready to effectively integrate technology in their instruction. In order to ensure this preparedness, teacher educators must model and teach the use of technology across educator preparation programs. Development of the Teacher…

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

The paper reports some of the reasons behind the low use of Information and Communication Technology (ICT) by teachers. The paper has reviewed a number or studies from different parts of the world and paid greater attention to Saudi Arabia. The literature reveals a number of factors that hinder teachers' use of ICT. This paper will focus on lack…

Computing is anticipated to have an increasingly expansive impact on the sciences overall, becoming the third, crucial component of a "golden triangle" that includes mathematics and experimental and theoretical science. However, even more true with computing than with math and science, we are not preparing our students for this new reality. It is…

The use of ICT in the classroom is very important for providing opportunities for students to learn to operate in an information age. Studying the obstacles to the use of ICT in education may assist educators to overcome these barriers and become successful technology adopters in the future. This paper provides a meta-analysis of the relevant…