Integrating digital technologies to benefit teaching and learning has long been driving higher education. The uptake of technology has been supported by teacher training focused on developing teachers' capabilities to design for learning. However, in this paper, we raise the point of moving towards teaching-sensitive technology as a clear…

Research on mobile learning pedagogy has been sporadic and often too narrowly focused. This present research aimed to understand faculty comprehension of mobile learning (ML) theory and how they may be using mobile learning teaching strategies. The research centered around a mobile learning pedagogy workshop designed to give faculty a practical…

The study examines the use of technology by kindergarten teachers during the COVID-19 pandemic and in the course of their professional careers, and their attitudes toward the integration of technology in kindergartens with the resolution of the crisis. The article presents findings derived from interviews with kindergarten teachers in Israel. The…

Agricultural Education uses a combination of classroom and laboratory instruction, experiential learning, and leadership education to prepare students for jobs in industry. With the recent promotion of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) as an option for educational programs, this technology allows teachers to…

Using Virtual Reality (VR) in educational contexts is becoming increasingly common. The ability of VR to provide authentic learning experiences is making it a particularly promising platform for language learning, but the research on its acceptance among language teachers is scarce. This paper reports the results obtained from a large-scale (N =…

This dissertation explores how teachers perceive and engage with multimedia integration in their online teaching practices to effectively involve students. The study specifically focused on teachers in grades three through seven at an international school in Saudi Arabia. The research questions delved into teachers' descriptions of their…

Integrating technology into teaching practices often changes teachers' work patterns. Thus, several studies have insisted on supporting such change by understanding teachers' concerns. The present study adopts the Concerns-Based Adoption Model (CBAM) as a conceptual framework to examine Moroccan teachers' concerns about integrating information and…

With the end of the most recent period of emergency remote teaching (ERT), there is an opportunity to evaluate how ERT facilitated and perhaps accelerated the evolution of instructional practices, particularly regarding the use of educational technology. The question remains whether the accelerated rate of technological adaptation produced durable…

This article examines the significance of professional development (PD) in shaping the beliefs undergirding teachers' classroom practices specifically learner-centred and teacher-centred beliefs, ICT beliefs and use of Information and Communication Technology (ICT). It highlights key considerations for designing and implementing PD grounded in…

Background: This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning.…

The purpose of this narrative inquiry was to gain a deep understanding of the lived experiences of four special education technology integrators from personal, cultural, and institutional perspectives. Two semi-structured, recorded interviews were conducted with each participant, followed by a focus group with all participants. Data analysis…

Background: In the midst of digital transformation, schools are transforming their classrooms as they prepare students for a world increasingly automated by new technologies, including artificial intelligence (AI). During curricular implementation, it has not made sense to teachers to teach AI as a stand-alone subject as it is not a traditional…

In a technology-driven society, computing devices are used more in education to make learning engaging, individualize learning, and enhance instruction. Educators are implementing computing devices and ICTs (Information and Communication Technologies) to access various learning programs and software. Using ICTs, students engage in project-based…

The purpose of this narrative study was to explore primary teachers' perceptions about computer-based reading comprehension assessments to understand their adoption practices and any associated hesitancy around implementing computer-based assessments. As such, this study sought understand how primary teachers explain their experiences, challenges,…

This qualitative, thematic analysis explores the emergent themes related to community college professors' experiences adopting and using technology during the early phase of the COVID-19 pandemic. The interviews included semi-structured questions (i.e., closed- and open-ended) to elicit themes related to the professors' adoption and use of…