The rapid expansion of the knowledge society, due mainly to the ubiquity and access of information and communication technology (ICT), places a professional demand on teachers to acquire relevant knowledge to make use of technology in their classrooms. Thus, for teachers to effectively integrate ICT into their teaching repertoire, they must…

In recent years, subject content such as programming and digital literacy has become an integral part of technology education. However, research shows that many programming teachers lack sufficient formal education to teach programming and show disparate educational and professional experiences. This study investigates how three teachers'…

This book presents the selected papers of the 5th International Conference on Advance in Education and Information Technology (AEIT 2024), which was held in Nagoya, Japan, 2024 January 5-7. With a worldwide increase in technology-enhanced learning in school and industry settings, there has been a progressive increase in the implementation of new…

The present study aims to investigate in which areas teachers need Professional Development Activities (PDAs), the barriers that prevent teachers from participating in PDAs, their frequency of participating in collegiality-based PDAs, and the relationship between their views about the effectiveness of PDAs and their professional commitment. The…

Modern Foreign Language (FL) instruction has recently called out for a language-culture-technology (LCT) nexus that could engage learners in transnational dialogue and interaction. This study focuses on the views of English as a Foreign Language (EFL) teachers in Chile and their classroom practices in relation to an LCT nexus. The Chilean EFL…

The process of teaching and learning handwriting is complex and laborious. A digital learning environment in the form of a tablet app could enhance teachers' knowledge of writer characteristics and their management of classroom diversity. This study aims to identify the needs of cursive writing teachers from a survey of 164 kindergarten teachers…

This exploratory qualitative study reports gaps in the preservice teacher education and professional development of 15 English language teachers in a Colombian public university regarding their teaching knowledge and practice. Grounded theory was used to examine the data collected via focus groups and questionnaires, which were validated and…

The study was conducted to evaluate the implementation of the Concurrent Classroom (CC) modality, a type of hybrid learning modality wherein an in-person teacher teaches in-person and online students simultaneously. The study utilized a quantitative research design to assess the implementation of the CC based on its viability, functionality, and…

Deeply integrating digital technologies in pedagogy and learning is associated with changes in classroom roles, relationships and actions that can challenge established teacher routines. This paper presents the findings of an eight-month case study of teachers transforming pedagogy to enact their design for personalised digital learning.…

The study presented in this paper was designed to examine Greek primary education teachers' perceptions of their knowledge and skills with regards to the integration of ICT in their instructional practices. By adopting the Technological Pedagogical Content Knowledge framework, we developed an extended TPACK scale, including two sub-constructs,…

The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study…

Assessment is always considered a key component in the process of teaching and learning. A major role is being played by ICT in making the process of assessment easy for teachers. As the use of ICT is increasing, the assessment is made now in a new and innovative manner. While employing ICT in assessment, the recording of responses and providing…

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers' attitudes toward the use of ICT in…

Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The…

Purpose: Although studies have separately examined the instructional design processes of novice designers and the pedagogical beliefs of novice teachers, the manner through which they are linked is still unclear. In this study, the aim was to describe how pre-service teachers' pedagogical beliefs were embodied through instructional design…