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Digital Competencies for Effective GenAI Use in Secondary Schools: A Longitudinal Exploration of Teachers' Perspectives and Classroom Practices
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Liron Levy-Nadav; Tamar Shamir-Inbal; Ina Blau – Journal of Computer Assisted Learning, 2025
Background: The rapid rise of Generative Artificial Intelligence (GenAI) is transforming education. At this stage, there is not yet a well-established and tested theoretical framework clarifying which competencies learners must possess to use GenAI effectively and safely. This study draws on three theoretical frameworks: Eshet-Alkalai's Digital…
Descriptors: Digital Literacy, Competence, Artificial Intelligence, Technology Uses in Education
Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions
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Graham, C. R.; Borup, J.; Smith, N. B. – Journal of Computer Assisted Learning, 2012
This research uses the technological pedagogical and content knowledge (TPACK) framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology in their teaching. Pre- and post-treatment assessments required elementary teacher candidates at Brigham Young University to articulate…
Descriptors: Educational Technology, Technology Integration, Pedagogical Content Knowledge, Student Teacher Attitudes
Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-Related Variables
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Sang, Guoyuan; Valcke, Martin; van Braak, Johan; Tondeur, Jo; Zhu, Chang – Journal of Computer Assisted Learning, 2011
Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables. In addition, the little research available is set up in the Chinese context. The latter is…
Descriptors: Foreign Countries, Constructivism (Learning), Educational Practices, Educational Technology