Developing countries around the world are scaling up education interventions. New educational technologies offer opportunities to develop new models to deliver quality education at scale. However, the literature suggests that defining scale is complex, especially in heterogeneous contexts. This paper provides a conceptualization of scale as a…

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…

Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such…

Rapid urbanization in China has worsened the educational disparity between rural and urban regions, which can lead to increased social stratification and injustice. Information and communications technologies (ICTs), with their potential to enable universal access and pedagogical reform, are considered a promising solution to bridge such…

Teacher emotions could make a difference to the development of technological pedagogical content knowledge (TPACK), a complicated knowledge essential for effective teaching with technology. Both experienced and novice teachers reported having experienced a series of emotional challenges as they acquire technology integration skills. Self-regulated…

Technological tools that provide automated feedback on classroom teaching afford a unique opportunity for educators to engage in self-reflection and work towards improvement goals, in particular to ensure that their instructional environment is equitable and productive for students. More information is needed about how teachers experience…

Teachers' episodic memories influence their beliefs. The investigation of episodic memories can help identify the teacher beliefs that limit technology-integration. We propose the Episode-Centered Belief Change (ECBC) model that utilizes teachers' episodic memories for changing beliefs impeding effective technology integration. We also propose…

As a result of the Great Online Transition (GOT) that occurred during COVID-19, it is increasingly necessary to understand the digital competencies that are required for online and blended learning in the postpandemic era. Postquarantine, higher education institutions must return to on-campus face-to-face learning, a situation which raises…

Artificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the…

In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central…

Online professional learning websites provide a unique window into how teachers make self-directed choices about their own professional development. This study extends previous research on how teachers use online resource repositories to examine how teachers make choices about resource use on a professional learning website. The website, the…

Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers' self-efficacy and their participation in professional…

This review was designed to further our understanding of the link between teachers' pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative…

The process to integrate information and communication technologies (ICT), where teachers play a decisive role, is complex. The objective of this study is to build a basic model that connects teachers' ICT technological and pedagogical competences with the use of these technological resources by teachers (both personal-professional use and use…

Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers' ability to…