The introduction of artificial intelligence (AI) in education is seen as a promising tool to enhance learning outcomes and provide students with engaging learning environments in developing countries such as Colombia. This case study aimed to investigate teachers' perceptions of AI in K-12 education in public schools located in the Amazonian…

The article focuses on the Technological Pedagogical Content Knowledge (TPCK or TPACK) framework among in-service music teachers in primary schools. Narrative research has allowed us to identify the environment and important others that lead to the release and maintenance of sparks of interest in using technology within various educational models…

This study explores the role of artificial intelligence (AI) in K-12 student assessment practices, focusing on educators' use of AI tools. Through content analysis of active Facebook groups dedicated to AI in education, the authors examined how educators integrate AI into assessment across various grade levels and subjects. Using the Technology…

This article reports on teachers' experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and…

The adoption of ICT to transform pedagogical practices is a complex phenomenon. Studies located within countries from the Global South suggest that overcoming socio-economic and technological problems will lead to improved forms of teaching. Based on a phenomenographic study located in a Pakistani university, the authors offer a different view of…

Many studies have focused on professional development within schools, while this article focuses on ICT (information and communications technology) professional development across schools. The aim of this article is to explore how the encouragement of communities and networks might contribute to ICT professional development across schools in close…

The purpose of this research is to identify the specific skills required of videoconference teachers who teach K-12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote…

The purpose of this study is twofold: (1) to propose a conceptual framework for classifying ICT use in education and (2) to develop and test a structural model including both teacher- and school-related factors, to explain technology integration. A conceptual framework has been developed in order to classify use of ICT (information and…

Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers' professional development on the use of ICT for teaching and learning. The…

In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project…

Teachers who do not integrate technology are often labelled as "resistant" to change. Yet, considerable uncertainties remain about appropriate uses and actual value of technology in teaching and learning, which can make integration and change seem risky. The purpose of this article is to explore the nature of teachers' analytical and…