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Bekir Yildirim; Ahmet Tayfur Akcan – Journal of Education in Science, Environment and Health, 2024
This study aimed to propose a Professional Development Model (PDM) for chemistry teachers to enhance their professional development in Artificial Intelligence (AI). The research group consisted of 17 chemistry teachers. The study was designed using a particular case study suitable for qualitative research methods. Document review, teacher…
Descriptors: Artificial Intelligence, Faculty Development, Science Teachers, Chemistry
Harisa Mardiana – SAGE Open, 2024
This research investigates the impact of lecturers' digital literacy skills on higher education institutions. It explores how technology integration influences teaching, learning, and research while proposing strategies to enhance educational outcomes. The central issue is how lecturers' digital literacy skills directly affect higher education…
Descriptors: Technological Literacy, College Faculty, Technology Integration, Educational Technology
Cloneria Nyambali Jatileni; Ismaila Temitayo Sanusi; Sunday Adewale Olaleye; Musa Adekunle Ayanwale; Friday Joseph Agbo; Peter B. Oyelere – Education and Information Technologies, 2024
With the push to integrate Artificial Intelligence (AI) from kindergarten to twelfth-grade levels comes a need for equipped teachers. However, there needs to be more initiative in professional learning opportunities, which demands the required effort to ensure teachers learn the AI content they will be teaching. To design an effective professional…
Descriptors: Foreign Countries, Artificial Intelligence, Elementary Secondary Education, Teachers
Karkouti, Ibrahim M. – Technology, Knowledge and Learning, 2023
This qualitative, exploratory case study elicited faculty members' perceptions of the factors that facilitate technology integration into their instruction. The sample for the study constituted 14 full-time male professors at a public midsized postsecondary institution in Qatar. Davis's technology acceptance model is the theoretical framework that…
Descriptors: Educational Technology, Technology Integration, Foreign Countries, Higher Education
Paula MacDowell; Kristin Moskalyk; Katrina Korchinski; Dirk Morrison – Canadian Journal of Learning and Technology, 2024
Teachers skilled in using generative artificial intelligence (GAI) have advantages in terms of increased productivity and augmented instructional capabilities. Alongside the rapid advancement of GAI, teachers require authentic learning opportunities to build the confidence and expertise necessary for engaging with these technologies creatively and…
Descriptors: Artificial Intelligence, Educational Technology, Technology Uses in Education, Teacher Competencies
Patrice Silver; Juliann Dupuis; Rachel E. Durham; Ryan Schaaf; Lisa Pallett; Lauren Watson – School-University Partnerships, 2024
Purpose: In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would…
Descriptors: Technology Integration, Urban Schools, Partnerships in Education, Faculty Development
Nelson, David; Bonem, Emily; FitzSimmons, Jason – Journal of Learning Spaces, 2023
This study analyzes instructor attitudes toward 26 collaborative spaces at a large, R1 university in the United States. The authors conducted 151 interviews with instructors, identifying elements of classroom spaces that helped or hindered teaching and student learning. Approximately 44% of the instructors (n=67) had participated in a professional…
Descriptors: Teacher Attitudes, College Faculty, Teaching Methods, Active Learning
Amal Ibourk; Lauren Wagner; Khadija Zogheib – Journal of Science Education and Technology, 2025
Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers' self-efficacy in climate change teaching by examining the impact of professional learning…
Descriptors: Elementary School Teachers, Climate, Pedagogical Content Knowledge, Self Efficacy
Peters, Mitchell; Elasri-Ejjaberi, Amal; Martínez-Argüelles, María-Jesús; Fabregues, Sergi – Australasian Journal of Educational Technology, 2022
The scope of digital technology integration in university teaching has changed our understanding of teacher readiness and teacher competence. Recently, faced with the digitalisation of higher education (HE), the construct of teacher digital competence (TDC) has emerged. Although there are many recent systematic reviews on digital competence from a…
Descriptors: Educational Technology, Higher Education, College Faculty, Teacher Competencies
Samir, abaakil; Laila, Belhaj – Online Submission, 2023
The COVID-19 pandemic necessitated a rapid shift to online professional development (OPD) for teachers. Physical education teachers face distinct challenges given the interactive nature of their subjects. This study investigated how social presence influences satisfaction with OPD among 723 Moroccan physical education teachers undertaking an…
Descriptors: COVID-19, Pandemics, Faculty Development, Online Courses
Katriina Maaranen; Tuija Cornér; Heikki Kynäslahti; Sara Sintonen; Reijo Byman; Riitta Jyrhämä – Journal of Teacher Education and Educators, 2025
A changing society requires its members to be ready to evolve and absorb new things quickly. One of the biggest drivers of change was the COVID-19 pandemic era, which greatly impacted all sectors of working and learning life. Universities were also forced to transfer to distance education and remote working. This article examines university-based…
Descriptors: Teacher Educators, Technological Literacy, Faculty Development, Teacher Competencies
Hanan Khalil; Said Alsenaidi – Journal of Education and e-Learning Research, 2024
This study explores the competencies required by digital teachers to effectively leverage AI in fostering a future-ready classroom environment. It delves into competencies essential for teachers to harness the potential of AI. A descriptive analytical approach was employed to extract the required AI competency list and determine its importance.…
Descriptors: Foreign Countries, Teacher Competencies, Technological Literacy, Artificial Intelligence
Rusen Meylani; Gary G. Bitter; Jane M. Legacy – Turkish Online Journal of Distance Education, 2025
The primary goal of this study is to evaluate the efficacy of professional development (PD) and implementation fidelity on the performance of middle school students in mathematics within an online learning environment. Using a quasi-experimental design, the research compares educational outcomes between control and experimental groups…
Descriptors: Faculty Development, Program Implementation, Fidelity, Middle School Students
Sontay, Gökhan; Karamustafaoglu, Orhan – Journal of Science Learning, 2023
The purpose of this research is to reveal the feelings and thoughts of physics teachers towards Algodoo training within the scope of the 4005 TUBITAK project named Innovative and Technology Supported Applications in Physics Education. This study was carried out with phenomenological research within the context of the qualitative research approach.…
Descriptors: Teacher Attitudes, Science Teachers, Physics, Educational Technology
Mao Li – Education and Information Technologies, 2025
This study investigates disparities in Technological Pedagogical Content Knowledge (TPACK) and attitudes towards digital technology integration among primary mathematics teachers in urban and rural China. In response to the post-pandemic era's rapid technological advances, this research highlights the digital divide in primary education. A survey…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Technological Literacy