Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers' TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used…

The purpose of this quantitative correlational-predictive study was to determine the extent to which participation in science, technology, engineering, and mathematics professional development (STEM PD) predicted technology proficiency in K-12 teachers who completed 8-40 hours of STEM PD in the southwestern United States, while controlling for…

Although studies have highlighted the importance of facilitating conditions in enhancing students' digital informal learning (DIL), the effect mechanism is still unclear. This study examined the mediating role of digital competence and the moderating role of technostress between facilitating conditions and DIL. Data were collected from 385…

Digital training has significantly transformed the landscape of teacher professional development, introducing various uncertainties. In this context, adaptability can play a crucial role in helping teachers cope with stress and effectively navigate new and changing scenarios. However, existing research on adaptability has not adequately addressed…

Designing effective and efficient learning environments by integrating recent educational technologies into the teaching process has become an important goal of education for nearly two decades. However, earlier studies showed that a higher level of technology knowledge does not guarantee the development of TPACK. At this point, studies guided by…

The aim of this study was to determine the relationship between the intrinsic motivation levels and self-directed learning levels of learners within a massive open online course environment. In addition, the relationship between these variables and the technology competences/average daily use times of technology were also studied. This study was…

Despite extensive efforts to support teachers with the integration of information and communication technologies (ICT) into their classroom practice, current research reports that teachers face immense challenges when integrating ICT into their teaching. This issue has become even more relevant with the rapid spread of the COVID-19 virus, forcing…

This research aims to examine the levels of pre-service teachers' digital citizenship, digital wisdom, and digital fluency. Data were collected from 841 pre-service teachers studying at a state university. The obtained data were analyzed using t-test, ANOVA, MANOVA, and regression tests. As a result of the research, it is obvious that the digital…

The DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit…

Educators must effectively integrate technology into their teaching practices in today's technology-driven world. This study investigated factors influencing technology integration into teaching among mathematics educators in Gauteng secondary schools in South Africa. The unified theory of acceptance and use of technology, extended by adding the…

Technology transfer to classes has become very important for teachers, regardless of their field. The purpose of this study is to determine how pre-service teachers with high and low level of technological selfefficacy beliefs are predicted by the independent variables. These variables are attitude towards technology, attitude towards…

Many seem to believe that today's pre-service teachers as born after 1980 are digital natives, or that they are "native speakers" of the digital language. Nevertheless, there is no evidence that their digital native characteristics determine whether or not they would use technology in the classroom. Although not widely evaluated, the…

The widespread shift to distance learning during the pandemic created a critical juncture for strengthening technology integration in adult foundational education (AFE). This paper presents results from a pilot survey on technology use and related professional learning (PL); 58 AFE practitioners from four states participated. Findings are…

Aim/Purpose: The purpose of this systematic literature review is to evaluate the application of UTAUT and UTAUT2 frameworks in K-12 education. Background: This study included an analysis of peer-reviewed empirical studies that use the UTAUT and UTAUT2 frameworks to understand the factors that influence technology adoption among K-12 educators. New…

In Germany schools are obliged to foster students' digital competences. Based on the proficiency levels of students' computer and information literacy (CIL) from the International Computer and Information Literacy Study (ICILS 2013), and a theoretical approach to media education in school, this paper aims to provide evidence on the relevance of…