Technology integration in higher education (HE) has brought immense innovation. While research is investigating the benefits of leveraging, through learning analytics, the data created by the greater presence of technology in HE, it is also analysing the privacy implications of vast universes of data now at the fingertips of HE administrators.…

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing…

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…

The objective of this paper is to understand the impact of cultural differences on mobile learning adoption through identifying key adoption characteristics in Canada and Turkey, which have markedly different cultural backgrounds. A multi-group analysis was employed to test the hypothesised relationships based on the data collected by means of…

Technology acceptance is posited to be influenced by a variety of factors, including individual differences, social influences, beliefs, attitudes and situational influences (Agarwal, 2000; Teo, 2009a). A majority of the conceptualisations of technology acceptance have drawn on theories and models from social psychology, notably the theory of…

This paper examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to…

In recent years, the use of mobile technologies has increased in a number of fields such as banking, economy, tourism, entertainment, library research, etc. These developments have also led to the use of mobile technologies for educational purposes. The successful integration of mobile learning (m-learning) technologies in education primarily…

The objective of this research is to identify the relationship between formal learning spaces and student learning outcomes. Using a quasi-experimental design, researchers partnered with an instructor who taught identical sections of the same course in two radically different formal learning environments to isolate the impact of the physical…

The use of learning management systems (LMS) has grown considerably in universities around the world. The University of Minho (UM) has pioneered in this area in Portugal, adopting Blackboard as its official LMS. Moodle is also used in UM in scattered initiatives, allowing for interesting comparisons. Previous studies comparing Blackboard and…