Information and communication technologies (ICTs) in basic education, i.e. K12 education, have often been constrained by sociocultural context and limited to pedagogical aspects, and these innovations have not yet catalyzed curriculum reform as expected. To address this research gap, this study adopted a key-competence-based subject knowledge…

Many teachers reported improved skills in using technology as a direct result of teaching virtually during the pandemic (Bushweller, 2020). The authors wondered which uses of technology would continue as teachers transitioned back into face-to-face classrooms. Recognizing that mere incorporation of technology into instruction does not guarantee…

The course of development of technology, its speed in the recent period and the point it has reached have led our relationship with technology to become a necessity rather than a choice. In this respect, teaching activities that are not intertwined with technology and do not include digital elements will remain as practices that will not go beyond…

The purpose of this Action Research study was to investigate professional development, specifically related to technology, which has not provided teachers with adequate 21st century learning opportunities. This study sought to investigate a possible solution to ineffective professional development. Participants and data collected in Cycle 1…

This study aims to implement an exemplary instructional design-based ICT integration to allow students to acquire both course achievement and knowledge society skills. The research used the case study method. The participants consist of 30 students, who attend the course of Science and Technology at the 7th grade level in a state school, along…

This report delves into the cost and effectiveness of the ASSISTments program as an online math support tool. Aiming to replicate previous findings, the study focused on the impact of ASSISTments on student learning in seventh-grade classrooms. The report outlines the study's objectives, setting, and participants alongside the study design,…

Utilizing an inquiry-learning space (ILS) via the Go-Lab platform, we investigated students' technology acceptance, knowledge integration [KI] process, and learning outcomes of both the high-achiever KI student and low-achiever KI student. This study aimed to understand how students engage in knowledge integration tasks using an inquiry-learning…

Digital fluency is a central 21st-century competence. Schools are responsible for ensuring that all students cultivate sophisticated sociodigital competences and mindsets needed for studying and collaborating through and around technology and overcoming digital challenges encountered. Although some schools have successfully integrated digital…

Research on Mobile Augmented Reality (Mobile AR) includes studies addressing Mobile AR integration into learning environments along with the quality of instructions by researchers about using mobile AR in classrooms. Findings revealed that even inexperienced teachers/pre-service science teachers who lacked any prescribed material could use mobile…

The purpose of this quantitative study was to investigate the perceptions of sixth, seventh, and eighth grade teachers in Tuscaloosa City Schools in relation to technology-enhanced practices and student engagement as a result of the "Digital Transformation Initiative". The Pre-service Teacher's Knowledge of Teaching and Technology TPACK…

COVID-19 has rewritten the educational syllabus for the 2020-2021 school year. The study aimed to discover how technology integration could inform pedagogical practices through equity and access for all during and after the COVID-19 pandemic. The focus of this qualitative study aimed to understand how digital learning concepts and practices of…

It is not known how school leaders describe their own technology leadership competencies at the upper elementary and middle school levels. The purpose of this qualitative descriptive study is to describe what technology leadership competencies are present in assistant principals and principals of grades 4-8 in the state of Pennsylvania. This study…

The aim of this case study was to investigate what happens in science classrooms when teaching is almost entirely based on the use of digital technology. Two secondary school science teachers participated, together with their seventh grade classes. Data were collected through eight observation sessions (altogether about 9.5 h) and 9 h of…

This study aimed to explore the design and development of verbal prompts in virtual reality (VR)-based social skills training for autistic children. Autism indicates a category with neurodiversity that influences individuals' capability to engage in social and cognitive tasks. This complex neurodevelopmental condition manifests in a wide array of…

The purpose of this study is to introduce a science module that was designed based on the ASSURE model and to present its implementation process. The study was conducted with the participation of 21 students attending a private school during the 2020-2021 academic year. The instructional plan focused on the concept of "Relationship between…