Background: Formative assessment is an essential element for improving teaching and learning in the classroom. During the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. South African educators also experienced challenges that made online formative assessment difficult. Aim: This…

This paper reports a study investigating business English teachers' belief about online assessment using Q methodology. To address the common practice that teachers had to conduct online assessment during COVID-19 period and with performance assessment as theoretical foundation, this paper studied 22 Chinese business English teachers' belief when…

Teachers' beliefs, professional development, access to hardware/software, and instructional contexts all influence teachers' use of technology (Ertmer et al., 2012; González-Carriedo & Esprívalo Harrell, 2018; Ottenbreit-Leftwich et al., 2010). The first three factors have been studied extensively, but additional research on the instructional…

This study investigated the perspectives of elementary special education teachers regarding integrating technology into lessons. Eight special education teachers at a private university laboratory school, who varied in their levels of teaching experience and confidence with using technology, participated in the study. We interviewed each teacher…

This study presents findings from a survey of secondary special education teachers who teach reading to students with learning disabilities (LD). Respondents were 392 special education teachers from a large Midwestern State who completed an online or paper survey. Results indicate predominant foci of secondary special education teachers' reading…

This article presents a critical action research study of six participants who reflected on their experiences and practices of digital resources in teaching Grade 12 mathematics Curriculum and Assessment Policy Statement (CAPS). One-on-one semi-structured interviews, reflective activities, and journals were used for data generation to explore…

Traditional methods of evaluation are limited in their ability to answer key questions often of interest to process evaluators, such as heterogeneity in the ways individuals adopt new programs. In this article, we demonstrate how a statistical approach, Latent Class Analysis, can help improve the quality of process evaluations and illustrate its…

This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her…

Learners of English as a new language and the teachers who find these young people in their classrooms face many challenges. For secondary science educators, this is often rooted in a general lack of professional development models for the design and implementation of science/language integrated instruction. To address this issue, the present…

This study involved a group of 61 teachers in Ontario, Canada, who participated in a case study about classroom assessment practices. The participants were part of a district one-to-one technology programme that provided an iPad to each student and teacher in all Grade 7 to 9 classrooms. As part of the programme and its evaluation, teachers who…

This quantitative study investigated the differences in perceptions and attitudes toward technology integration of K-12 public school teachers in rural, suburban, and urban environments. The purpose was to examine the relationship between frequency of use and perception of effectiveness of web-based learning tools based upon the type of school…

This document reports on the proceedings of a meeting held June 16-17, 2016 in Arlington Virginia to identify key opportunities and challenges around the creation and use of open educational resources (OER). The meeting brought together different groups within the community of education researchers and practitioners to discuss the opportunities…

The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes…

The purpose of this qualitative transcendental phenomenological study was to examine the usage, attitudes, and perceptions of personal response system (PRS) use by teaching faculty who had used the technology in at least one course at Montana State University (MSU) in Bozeman in the past six years. Fifteen faculty members who had used PRS in their…

In this single-case study, we examined the perceived influence of school-wide Apple iPod Touch integration on student learning and engagement. Data collection consisted of elementary teacher and principal interviews, as well as parent surveys. Findings revealed that there was a marked shift in teachers' and students' perceived roles when the iPod…