In 2001, Prensky characterised a new generation of learners entering higher education as "digital natives" -- naturally digitally literate and inherently proficient users of technology. While many educational technology researchers have long argued for the need to move beyond the digital native assumptions proposed by Prensky and other…

Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts.…

This study investigated the impact of a semester-long technology course as part of a higher education cultural exchange program for secondary school teachers of developing nations. We integrated quantitative data from surveys that evaluated participants' technological pedagogical content knowledge (TPACK), with qualitative evidence from…

Preparing preservice teachers to teach effectively with digital technologies and media (DTM) is at the heart of initial teacher preparation as digital access continues to increase throughout society. The development of preservice teacher technological pedagogical content knowledge (TPACK) is important in order to create DTM-rich instruction. This…

With rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative…

The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic…

Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the…

This study examines the use of a virtual internship (an epistemic game) for developing preservice teachers' technological pedagogical content knowledge (TPACK). TPACK aims to capture the essential qualities of teacher knowledge that are needed for integrating technology into teaching. Virtual internships are computer-based professional practicum…

The integration of social media into higher education is having a significant impact on learning and teaching. As they become enmeshed in the fabric of academia, they are also becoming a site of contestation, especially in relation to teaching and learning. This research paper explores the key issues dominating current debates about the use of…

Data about learning can support teachers in their decision-making processes as they design tasks aimed at improving student educational outcomes. However, to achieve systemic impact, a deeper understanding of teachers' perspectives on, and expectations for, data as evidence is required. It is critical to understand how teachers' actions align with…

In this paper, we discuss how a university lecturer (pseudonym: James) drew on his technological pedagogical and content knowledge (TPACK) when planning to integrate technology in teaching. The main purpose of the study was to use real-life planning observations to understand James's TPACK. The data were obtained through think-aloud sessions in…

While various quantitative measures for assessing teachers' technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is…

When electronic portfolios (e-portfolios) are employed as summative assessments for degree granting programs, it is imperative that students demonstrate their knowledge in the field to showcase learning growth and achievement of the program learning outcomes. This study examined the extent graduate students in the field of educational technology…

This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines…

Technology applications can make important contributions to improving learning outcomes in the domain of early literacy. However, to fully exploit the potential of educational technologies, teachers must have specific knowledge and skills. This study aimed to articulate the technological pedagogical content knowledge teachers need to make…