Following the launch of the generative AI Web application, Ask.SMILE, designed to evaluate the cognitive levels of questions asked, 2559 educators generated 25,973 question-feedback sets over a three-month period, with an average of over 10 questions per participant. Analyses revealed a significant improvement in question quality from initial…

A growing body of research is focusing on integrating artificial intelligence (AI) and computational thinking (CT) to enhance student learning outcomes. Many researchers have designed instructional activities to achieve various learning goals within this field. Despite the prevalence of studies focusing on instructional design and student learning…

Educational robots represent a unique form of teacher presence. Exploring how the communication features of robot instructors affect student learning experience could contribute to the advancement of educational robots. This study examined the impact of speech rate, voice type, and emotional tone of robots on students' cognitive load, attitudes…

Previous work provided foundations for the theory of web-mediated knowledge synthesis, a framework for using the web in more creative and generative ways. This article explores specific instances of the various elements of that theory in a single case from the initial study. That is, a thorough exploration of think-aloud, screen capture, and…

This study examined four factors that influence preservice teachers' intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors--technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology…

This article investigates a pilot of integrating tablet computers in the elementary education. The research questions address the impact of tablet integration on learning and pedagogy. This qualitative case study crosschecks non-participated observations on students who work with tablet PCs, the school staff reflection on the integration as…

This article theorizes the construction of a classification framework to explore teachers' beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and models that represent both developmental and divergent concepts associated with technology-enabled practice. This article…

This study sheds light on the organizational dimensions underlying e-learning adoption among Brazilian universities. We propose an organizational e-learning adoption model based on the decomposed theory of planned behavior (TPB). A series of hypotheses are posited with regard to the relationships among the proposed constructs. The model is…

Technology mapping[TM] is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings from a study with 72 pre-service primary teachers within the context of teaching them how to teach…

In this study, we used the TPACK profile as a framework for evaluating teaching expertise in higher education. Through interviews and non-participant observation, we created individual TPACK profiles for three professors within a college of education in a large Midwestern university. The profiles illustrate how each professor's degree of Content,…

Many factors affect the use of information and communication technology (ICT) for teaching and learning in schools: policy and school leadership, physical and technological infrastructure, teachers' practices and beliefs, curriculum and assessment, and professional development. The subject area, that has not been given as much attention in…

This research examined preservice teacher graduates' positioning toward integrating technology in future teaching. Participants included 115 preservice teachers across three cohorts in 2008-2009 who graduated from a laptop-infused teacher education program. The study implemented a case study methodology that included a survey administered upon…

The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

Though popular among children outside of school, Dutch teachers often struggle to offer technology integrated activities in the kindergarten classroom. Because involving teachers in development of technology integrated activities can support their implementation, this study examines teachers in the role of re-designing such activities. Two case…

This study investigated relationships among students' technology-related abilities, beliefs, and intentions. Participants were 217 preservice teachers who responded to post-course surveys. Value beliefs were the best predictor of their intentions to use a variety of software and their intentions regarding frequency of technology use with students…