This study investigates preschool teachers' considerations for including digital tools in science teaching to develop children's learning of science content. Due to the ongoing digitalisation and demands in society, the utilisation of digital tools has increased significantly in educational settings. Recent research about digital tools in early…

Using pre-service teachers' (PSTs) technological, pedagogical, content knowledge (TPACK) survey responses, this study's cluster analysis identified five distinct learning profiles: Pedagogical Content Knowledge Specialists, Technological Forerunners, Pedagogically Minded, Balanced Integrators, and TPACK Lingerers. Instead of using a single…

Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59…

This paper presents the Educational Technology Social Justice Matrix based on a review of thirty-eight recent papers from a search for the terms "educational technology" and "social justice." The papers were reviewed using the SJPACK Model (Dyches & Boyd, 2017) for social justice in education, and educational technology…

The term 'digital resources' is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers' professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers' need for…

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…

The potential of AI in K-12 education is vast, promising personalized learning experiences, enhanced engagement, and innovative instructional tools. However, its introduction into classrooms brings forth concerns ranging from ethics to teacher preparedness. Drawing on Christensen's concept of disruptive innovation, this study aims to assess and…

One of the obstacles to teaching physical education in the 21st century is the necessity for teachers to integrate technology-based learning. The TPACK framework plays a crucial role in enhancing the quality of instruction in physical education. This study aims to map the TPACK competencies of physical education teachers. A cross-sectional survey…

The purpose of this study was to investigate the effect of preservice teachers' identity on TPACK regarding the mediating roles of mathematics teaching competency, teacher belief, and technostress across grade levels. A total of 926 preservice mathematics teachers participated in the study. We used structural equation modeling to determine and…

Social media has been shown to be an efficient way to engage in networked participatory scholarship (NPS), which is defined as the use of online social networks to share and further develop scholarship. As leaders in the field, educational technology scholars should be at the forefront of this practice. We used social network analysis (SNA) to…

Technology integration, particularly its growing popularity in PK-12 classrooms in the United States, is an ongoing issue. Studies have shown that professional development around integrating technology in the classroom can only go so far with increasing teacher workloads. Integrating technological pedagogical content knowledge (TPACK) and…

This article details the efficacy of utilizing narrative research methods to construct the narratives of teachers and learn more about the essence of digital pedagogy and developing a repertoire of digitally-mediated teaching practices. First, narrative methods are justified by conceptualizing pedagogy dynamically and narratively as opposed to…

Although teachers agree that technology is beneficial for enhancing math education and pedagogy, there are concerns about incorporating technology into their teaching practices. The problem addressed in this study was that high school teachers are challenged to integrate technology into math instruction. The purpose of this basic qualitative study…

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the…

Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable…