As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these…

Digital technology (DT) does not come with a 'menu' of what teachers can select to transform their instructional practices; it is through use and reflection in/on practice that potential affordances are abstracted. Computer simulation (CS) as DT was explored through auto-ethnography, reflexivity, and action research. The findings of the study…

Current efforts to prepare teachers for integrating computational thinking (CT) into disciplinary areas often do not ensure equitable CT experiences for students. This study examined teachers' CT integration by applying the Accessible Computational Thinking (ACT) Framework designed to align elementary science teachers' professional learning and…

This study explores the significance of webinars as tools for supporting teachers' professional development and growth beyond the COVID-19 pandemic, as perceived by the teachers themselves. The study employs a mixed methods approach, involving 394 teachers registered on a popular virtual community of practice (vCoP) who completed a survey, with…

As Virtual and Augmented Reality (VR/AR) technologies revolutionize educational landscapes, European higher education institutions face the critical challenge of bridging the gap between institutional vision and practical implementation of these advanced technologies. This study examines VR/AR integration readiness through a comprehensive…

This study aimed to replicate and extend Buchner and Hoffman's (2022) research on the Tell-Show-Enact-Do (TSED) approach to integrating augmented reality (AR) and virtual reality (VR) into teacher training. We conducted non-parametric Mann-Whitney U tests on the original dataset to examine the impact of age and learning design on the participants'…

This systematic literature review explores the impact of Virtual Reality (VR) on STEM education, focusing on the enhancement of student learning outcomes. Our findings reveal that VR's immersive and interactive features significantly improve student understanding, retention, and engagement. Key features of effective VR applications include…

The complexity of mathematics teaching is especially evident in lessons where teachers build on students' genuine ideas, such as problem-based lessons. To enhance teachers' capacity for rich discussions in problem-based instruction, we have developed a unique approximation of practice: digital asynchronous simulations where teachers make…

Simulations provide a unique opportunity to practice newly acquired skills in a low risk environment. For this reason, simulations have historically been used in preservice teacher education programs to enable student teachers to apply generalized pedagogical practices. This pilot study examined how simulations could be integrated with inservice…

Background: As educational institutions increasingly operate as multicultural hubs, leaders must navigate the complexities of cultural differences, language barriers and diverse learning styles in digital environments. These challenges are amplified by the lack of non-verbal cues and the asynchronous nature of online communication, which can lead…

The development of immersive virtual reality (IVR) hardware and software has accelerated in recent years. The conceptual vocabulary has, however, not received the same amount of attention, especially in the context of collaborative learning settings. Existing concepts such as immersion, presence and interactivity focus predominantly on the…

This book examines teacher professional development (TPD) models to integrate microlearning into TPD training and serves as a concise but comprehensive introduction to the field. This book covers critical teacher professional development and microlearning aspects, including artificial intelligence, virtual reality, augmented reality, and mixed…

This volume is intended as an argument for honors education in online spaces--an opportunity to demonstrate how courses and programming can operate virtually while maintaining the rigor, innovation, and community on which honors education prides itself. Online honors courses may not have been the most popular, but those invested in that work knew…

Surprisingly little has been written about the notion of virtual teams in schooling contexts and less on the role of virtual teams in the professional learning and development (PLD) of teachers. Virtual teams are groups that use technologies to collaborate to address common goals. Members may work at in different locations, in different…

The aim of this article is to examine challenges and motivations among university teachers regarding the use of information and communication technology (ICT) tools in virtual learning environments in the context of an emerging country that is undergoing post-pandemic educational adaptation. A descriptive study was developed with open-ended…