Using digital technologies in teaching and learning is a complex endeavour, and mixed evidence of impact suggests further consideration of related professional learning and development (PLD) is needed. In this endeavour, and more broadly, there are growing calls to frame PLD as complex. Kathryn Strom and Kara Viesca proposed in 2021 a complex…

The integration of technology to the elementary school classroom presents teachers with both new opportunities and challenges. Effective integration of classroom technology involves much more than merely giving students access to computers and mobile devices, as teachers' attitudes and beliefs about technology are important in facilitating…

The selection process of a coaching model should be an initial consideration before conducting training activities. However, the limited availability of coaching models hinders the delivery of quality training programs. Therefore, it is necessary to have options for coaching models. This research aims to develop a goal, actual, alternative, plan,…

In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers' lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in…

This qualitative study delved into the challenges faced by elementary educators at a suburban school in integrating technology-enhanced literacy pedagogy to bolster student success. Guided by Venkatesh's unified theory of acceptance, the research investigated educators' perceptions and utilization of technology in literacy instruction to foster…

Instructional coaching shows unique promise as an approach for helping educators improve their practice with technology. The transition back to face-to-face instruction from online learning accelerated the need to deploy effective approaches like instructional coaching to help teachers keep pace with hastening technology change. The present study…

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…

This study aims to investigate gender and regional differences in technological pedagogical readiness (TPR) among primary mathematics teachers in China during the post-pandemic era. Utilizing a web-based questionnaire, data were collected from 601 teachers across six provinces, representing eastern and western regions. The TPR scale, encompassing…

The research exploring the cumulative impact of influencing factors on teachers' ICT integration ability is lacking. Additionally, the mediating role of internal factors on the relationship between external support and teachers' ICT integration ability has not been adequately addressed. This gap hinders the comprehensive enhancement of teachers'…

The advances of machine learning (ML) in scientific discovery (SD) reveal exciting opportunities to utilize it as a cross-cutting tool for inquiry-based learning in K-12 STEM classrooms. There are, however, limited efforts on providing teachers with sufficient knowledge and skills to integrate ML into teaching. Our study addresses this gap by…

At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges…

In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers' instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify…

This study examines opportunities for teacher professional growth and innovation during the COVID-19 pandemic. Survey data, including responses to both closed and open-ended questions, were collected from 276 elementary-school teachers who taught online in two school districts in California. Quantitative and qualitative analyses document the…

The research literature on mobile technology integration discussed the disconnect between staff training, self-efficacy, and technology use in the classroom. This quantitative study examined elementary classroom teachers' technological, pedagogical, and content knowledge (TPACK) and self-efficacy beliefs related to mobile technology integration.…

The problem this study addressed is that K-12 teachers inconsistently implement technology into classroom instructional practices. The use of technology influences every aspect of our daily life. In fact, schools now have a responsibility to integrate technology into teaching and learning. This qualitative study aimed to investigate how K-12…