Teachers consider learning goals as they implement new technologies like Virtual Reality in the classroom, but may overlook or struggle with verifying whether new learning actually occurred. We interviewed six US high school teachers and surveyed 277 of their students to understand the pedagogical implications and challenges of coordinating…

This study examines the effect of teacher education courses for technology integration (TECTI) on preservice teacher attitudes and beliefs from 2007-2017. Technology attitudes are the affective stances leading to observable technology integration behaviors. Technology beliefs are the "pedagogical beliefs" on teaching and learning with…

This research was conducted on two groups of pre-service elementary teachers (PSETs) (N = 38) in a pre/post within-subjects design. Participants were asked to critique, create, and evaluate the use of virtual reality (VR) classroom applications during a three-stage intervention. Pre/post questionnaires assessed the change in attitudes toward using…

Evidence suggests that the use of educational technologies may promote positive learning environments and contribute to students' success. The following mixed methods study examined the impact of Top Hat in a blended learning environment on undergraduate students' sense of belongingness, engagement, and self-confidence in a Canadian post-secondary…

ICT rollouts are no longer discretionary: they have become a mandatory function of effective educational institutions. This study examines the rollout of tablet technology at a public, four-year university with particular attention to variations within the student population and the student voice. The research questions included: Do expectations…

This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K-12…

In recent years digital technologies, such as tablet personal computers (TPCs), have become an integral part of a school's infrastructure and are seen as a promising way to facilitate students' learning processes. This study empirically tested a theoretical model derived from the technology acceptance model containing key constructs developed in…

As iPads take their place in mainstream pedagogy, many educators struggle to envision how the technology might be utilized effectively in classrooms. Research reports various potentials and benefits of iPad-based teaching and learning, but does not often describe how those benefits might be realized. This article reports on a qualitative research…

Measuring the impact of information and communication technologies (ICTs) is a contemporary question of interest. Despite the general acceptance that ICTs are changing ways of learning, empirical research conducted to date does not consistently verify the efficacy of such changes. Several studies supporting positive impacts of ICTs on achievement…

The purpose of the study is to explore student teachers' intentions and actions in technology integration in their classrooms. A postgraduate teacher education cohort of 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate…

This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model…

The purpose of this study is to critically examine teachers' and their students' views about technology integration in schools focusing on the following questions: (1) What are students' perceptions about technology integration in schools?; (2) What are teachers' views about using technology in teaching and learning?; and (3) What do teachers say…

The turbulent business environment requires business expertise from ever-larger personnel groups. The required business know-how is a combination of knowledge and several different skills, and it should provide the learners with an overall view of the functioning of a business organization as a whole. Moreover, while work is increasingly becoming…

This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics…

Portfolio authoring tools within teacher preparation institutions have changed dramatically as portfolios have moved from paper to electronic formats and now to the Web. This study used Engestrom's Cultural-Historical Activity Theory (1987) to examine how portfolio tools, along with external influences and institutional contexts, mediate the…