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…

Future success for online teaching can be described in terms of competencies, the knowledge, skills, and affect and motivation that as component parts undergird successful performance, or in terms of competence, the behaviors that demonstrate ability to perform in an online setting. Either framing could aid higher education to consider how to…

Amidst this era of rapid technological advancement, the impact of White dominance in STEM causes inequity throughout the design, implementation, and function of modern technologies. Evidence of this includes AI systems that perpetuate racial and gender biases, medical devices that are incompatible with non-White medical needs, and hiring…

Teacher emotions could make a difference to the development of technological pedagogical content knowledge (TPACK), a complicated knowledge essential for effective teaching with technology. Both experienced and novice teachers reported having experienced a series of emotional challenges as they acquire technology integration skills. Self-regulated…

Artificial intelligence (AI) competence in education is a set of skills that enable teachers to ethically and responsibly develop, apply, and evaluate AI for learning and teaching processes. While AI competence becomes a key competence for teachers, current research on the acceptance and use of AI in classroom practice with a specific focus on the…

The effective application of spherical video-based virtual reality (SVVR) in writing education depends on teachers' lesson design, which is deeply influenced by their technological pedagogical and content knowledge (TPACK). However, how teaching conceptions, as the fundamental viewpoint that influences teachers' teaching focuses, shape their TPACK…

Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students' skills in using 'educational'…

The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the synthesis of qualitative evidence (SQD) model: (1) using teacher educators as role models, (2)…

The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were…

Following the recent developments in information and communication technologies (ICT), educators cannot opt-out using technology in educational settings. Yet, research studies have indicated that teachers' lack of ICT knowledge is considered among the barriers for successful technology integration. Within this framework, this study aimed at…

This study presents the results of a survey of 842 teacher educators at 541 different institutions across the 50 US states that examined the state and direction of technology integration preparation in accredited teacher education programs. Using both descriptive statistics and regression analysis the study provides a general description of the…

The purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a TPACK-deep scale and a Turkish adaptation…

The main purpose of the study is to develop a "Facebook Effect Scale on Teacher Quality" (FESTQ) based on the pedagogical content knowledge, technological pedagogical content knowledge and lifelong learning frameworks. Study participants comprised 556 teachers. Explanatory factor analysis and confirmatory factor analysis were conducted…

Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers' conceptions of…

In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central…