This paper introduces CoCo, a system designed to support and encourage collaborative learning among colocated students sharing a single mobile device. It provides teachers with the possibility to create digital lessons, configure parameters for collaborative activities such as the number of students and tablets, and monitor students' progress. On…

In today's modern age, digital technologies are an essential part of everyone's life, so students must learn to use them in primary school. The specific competences defined in the European Digital Competence Framework DigComp 2.1 (2017) are divided into six areas. The Ministry of Education of the Czech Republic has subsequently drawn on this…

ChatGPT holds significant potential for enhancing learning through integration into education as an advanced chatbot. With the goal of harnessing this potential, our research focused on exploring the utilization of ChatGPT in designing a course plan for pre-service science teachers. We adopted a qualitative research approach and employed ChatGPT…

This study examined the effects of reflective practices (RP) on self-directed learning competencies (SDLC) as well as the relationship between technology-mediated collaborative learning (TMCL) as a reflective practice and SDLC in a preservice teachers' class. Regression analyses were conducted to examine the effects of RP on SDLC. In addition, a…

This article examines the professional knowledge required for mathematics teachers to effectively use generative artificial intelligence (GenAI) in planning high-quality, ambitious mathematics lessons. While GenAI tools like ChatGPT offer promise for automating parts of lesson planning, their utility in supporting ambitious instruction is limited…

As we talked with school teachers about the use of physical computing systems in class, one major drawback of these systems became obvious: almost nobody--next to enthusiastic autodidacts--has been able to tell us on an abstract basis for which educational purposes a certain physical computing system can be used, i.e. in a goal-oriented way. This…

Past research shows that both teachers' technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers' TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing…

Climate change and sustainability pose abstract, interdisciplinary challenges that demand innovative pedagogy. This study aimed to examine how generative text-to-video (TTV) tools influence pre-service teachers' lesson-planning competencies and what educational values and affordances pre-service teachers attribute to the technology. A convergent…

Tangible objects are devices that connect physical objects and digital worlds through tangible user interfaces. With the availability of tangible objects in the market, teacher education courses should be updated to provide opportunities for pre-service teachers to engage in digital environments; by these means, they can make more informed…

Instructional design and training skills have become a key competency that is expected of public health professionals. However, the research on educating public health students as instructional designers (ID) is lacking. The purpose of this study is to better understand how novice IDs design trainings using their design judgment in an authentic…

The author reflects on the history of technology in education and e-learning and introduces the iNtegrating Technology for inQuiry (NTeQ) model of lesson design authored by Morrison and Lowther (2005). The NTeQ model lesson design is a new pedagogy for academic instruction in response to the growth of the Internet and technological advancements in…

The indispensability of ICT tools in EFL classrooms is rather taken for granted, often in a way to promote the teaching/learning experience. Accordingly, teachers more than ever are encouraged or even explicitly instructed to use different tools inside the classroom. However, the lack of a systematic approach that governs the design and the…

This study used the framework of technological pedagogical and content knowledge (TPACK) to examine how elementary education preservice teachers integrated technology in science units that they designed after completing courses on science education and technology integration. The findings indicate that technologies included at the end of lessons…

Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency. Such unique needs intensify for English learners with reading disabilities. Morphological awareness is key…

In order to facilitate their teaching design, more teachers are beginning to engage in collective efforts, with some Chinese teachers also now sharing their resources online to plan their teaching. The learning design support tool described here (the Learning Designer), resulting from an interdisciplinary research project in the UK, provides a new…