This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was…

Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ…

Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous…

The demand for postsecondary and online courses is rising, requiring colleges and universities to turn to technology to keep up with the trend. In 2020, the COVID-19 pandemic accelerated the higher education transition to online teaching, forcing faculty to use technology to teach. Although technology is ubiquitous in higher education and…

This study aimed to examine the integration of four elementary science teachers' technological pedagogical content knowledge (TPACK) components during emergency remote teaching. Data sources included teaching video recordings and stimulated interviews conducted after analyzing the teachers' teaching videos. The data were analyzed by identifying…

This study explored the experiences of rural secondary school teachers in Namibia during emergency remote teaching (ERT) owing to the COVID-19 pandemic. The TPACK framework and sociocultural theory were used. Semi-structured interviews and focus group discussions with 26 rural teachers revealed that despite the availability of technological tools…

Purpose: This chapter explores the transformation of teacher education in India to enhance student-teacher interactions within virtual learning environments (VLEs). It aims to address the challenges and opportunities posed by the digital shift in education, particularly in the wake of the COVID-19 pandemic, and emphasizes the need for pre-service…

Higher education has increasingly adopted online and blended models of teaching. Guided by institutional policy and digital competence frameworks, the integration of digital tools and competences is perceived as essential. The pivot to emergency remote teaching (ERT) in response to the COVID-19 pandemic increased the use of digital technologies…

The purpose of this qualitative case study was to develop an understanding of mobile technology integration in K-12 classrooms from the perspective of classroom teachers during the 2022-2023 school year. The increase in mobile technologies being utilized in schools made it imperative to understand how mobile devices are being integrated into the…

This study examined technology integration in K-12 schools during a global pandemic from the perspective of classroom teachers. Three theoretical frameworks were used to support this study: Technological Pedagogical Content Knowledge (TPACK), Substitution Augmentation Modification Redefinition (SAMR) Model Theory, and Sensemaking Theory. TPACK is…

Teacher burnout can have negative consequences for both the teacher and the school environment. In this study, a quantitative, correlational approach was used to examine teacher burnout in relation to their proficiency in technology-integrated instruction. The study aims to investigate whether there is a connection between a teacher's ability to…

Convincing teacher educators of the need to integrate information and communication technologies (ICTs) in their classrooms has become a less arduous task in the post-pandemic era since educational institutions were forced to shift to emergency remote delivery in early 2020. As a result, it has become very significant that pre-service teachers are…

With the closure of educational institutions during COVID-19, some leadership and management teams resorted to technology for online teaching. However, for the teaching practicum (TP) module, the move to online required specially designed interventions, resulting in a variety of different TP COVID-19 configurations. Fortuitously, at the outbreak…

The COVID-19 pandemic required educators to teach using educational technology during remote learning, and as schools transitioned back to in-person learning, qualitative research was needed to understand high school educators' perceptions of technology integration after remote learning. Background literature on the topic was analyzed, including…

In the evolving landscape of primary mathematics education, this study investigates the impact of gender, age, teaching experience, educational background, and mathematics-specific education on the factors of integrating digital technology during the post-pandemic era in primary schools. Data from 554 primary mathematics teachers in China, were…