The research aims to redesign and develop the Imagineering MOOC Instructional Design model (I-MOOC ID model) to enhance creative thinking and creative health media innovation. The exploratory sequential design mixed-method research method was used, and it was divided into three phases: (1) investigation and synthesis of the composition of the…

The study aimed to investigate pre-service early childhood teachers' (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data…

Online education is growing, but retaining students is still a challenge. However, student engagement is one of the factors contributing to student retention in online education. Online instructors and instructional designers should value student engagement in online courses. The first two weeks of an online course are critical; students start to…

The aim of this study is to suggest and test a CALL syllabus designed in accordance with the TESOL Technology Standards for Language Teachers in terms of its efficiency and possible effects on English Language Teacher Education (ELTE) students' ICT competencies acquisition. Employing both quantitative and qualitative data collection instruments,…

We introduce an analytic approach to examine preservice teachers' technology integration learning as a process mapped against their technology-related course experience in a technology integration course. The approach assumes that (1) the preservice teachers have common course learning experience; (2) their data are collected pre- and post-course…

This article discusses the challenges and opportunities of participatory online teaching and learning in higher education. It analyses an online peace education course taught during the COVID-19 pandemic in three Finnish universities between 2020-2021. The course explored fundamental mediation skills and practices of positive peace through…

The purpose of this paper is to share a lecturer's viewpoint on using Wizer.me and Socrative applications as an innovative teaching method integrating TPACK and Social Learning Theory (SLT) at higher education. The applications were used to teach 44 undergraduate students who registered for Cross-Cultural Management course at Universiti Utara…

The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study…

Higher education in general, and engineering higher education in particular, is constantly under pressure to introduce reforms that improve the employability of graduates. Among the most common claims is the development of a more active and competency-based teaching oriented to the development of professional and personal skills. The university…

Despite the developments in the English for Specific Purposes (ESP) field, the field of ESP Teacher Education (TE) remains neglected. Research in the area of ESP TE has not been given much attention, and the opportunities ESP practitioners have for Professional Development (PD) are very limited. This chapter describes the development of a…

Digital Badge design and practice at a national level is a relatively new field of scrutiny and this study reports on a sector-wide initiative for building digital capacity with the design, and implementation of an ecosystem of 15 open courses in teaching and learning with digital badges to recognise the professional development of teachers in…

This article revisits the TESOL Technology Standards for Teachers (TTST) and discusses the potential for their continued relevance 13 years after they were first promulgated (TESOL, 2008). To provide a historical backdrop, I first cover the development of the standards from the inside perspective of one of the six members of the team that created…

This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed technological pedagogical mathematics tools (TPMTs) for inquiry-based learning based on the syllabi for secondary mathematics. The content of the chat…

The pandemic in 2020 has profoundly impacted millions of people all around the world. We have experienced intense disruption in our daily lives. We have lost loved ones, jobs, motivation, and precious time that could have been used more productively. The pandemic did not distinguish between borders, race, or gender. It affected everyone but not…

This study investigates the change in teachers' design beliefs and their development of technological pedagogical content knowledge (TPACK) through a course designed with the Scaffolded TPACK lesson design model. To achieve these aims, an adapted scale for teachers' design beliefs and TPACK is created and validated. The study reveals significant…