Using pre-service teachers' (PSTs) technological, pedagogical, content knowledge (TPACK) survey responses, this study's cluster analysis identified five distinct learning profiles: Pedagogical Content Knowledge Specialists, Technological Forerunners, Pedagogically Minded, Balanced Integrators, and TPACK Lingerers. Instead of using a single…

Artificial intelligence (AI) has made remarkable strides in recent years, finding applications in various fields, including chemistry research and industry. Its integration into chemistry education has gained attention more recently, particularly with the advent of generative AI (GAI) tools. However, there is a need to understand how teachers'…

This study examines the factors influencing preservice teachers' (PSTs) technology integration during teaching practice in teacher preparation programs. Utilizing a multidimensional framework, the study integrates models such as TPACK, UTAUT, and the Triple-E evaluation rubric, among others. The research involved a Qualtrics survey of 1,217 PSTs…

This article details the efficacy of utilizing narrative research methods to construct the narratives of teachers and learn more about the essence of digital pedagogy and developing a repertoire of digitally-mediated teaching practices. First, narrative methods are justified by conceptualizing pedagogy dynamically and narratively as opposed to…

There is tension about teachers' professional use of social media platforms, such as Pinterest, to access instructional resources for teaching science. Teachers' frequent use of Pinterest signals their perceived value despite concerns about the quality of the resources found there. These resources can constitute a part of teachers' network of…

Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable…

Technology-based teaching and learning has been one way to improve students' achievement. However, some teachers are still unaware of how technology can be used to enhance teaching and learning, and they are also hesitant to use technology. This paper investigates how secondary school teachers understand and integrate technology to teach…

This literature review examines how mathematics education uses the Technology, pedagogy, and content knowledge (TPACK). This study examines how TPACK affects mathematics classroom instruction, student engagement, and learning outcomes. A detailed examination and synthesis of pertinent publications over the last decade will accomplish this. The…

Technological Pedagogical Content Knowledge (TPACK) describes a significant qualification for teachers and pre-service teachers to address the integration of contemporary technological advancements into lessons that adequately reflect the subject matter for a diverse set of students. Various methods and models have been identified to develop and…

Designing effective and efficient learning environments by integrating recent educational technologies into the teaching process has become an important goal of education for nearly two decades. However, earlier studies showed that a higher level of technology knowledge does not guarantee the development of TPACK. At this point, studies guided by…

Artificial Intelligence in higher education (AIED) is becoming a more important research area with increasing developments and application of AI within the wider society. However, as yet AI based tools have not been widely adopted in higher education. As a result there is a lack of sound evidence available on the pedagogical impact of AI for…

This qualitative participatory action research (PAR) study uses photovoice to explore the assumption that digital natives in a teacher credential program understand effective technology integration in the classroom. This study examines teacher candidates' (TCs) abilities to identify and articulate effective technology integration as connected to…

Technology integration into education is a significant development that has facilitated using digital resources in teaching mathematical culture (TMC). Despite the potential benefits, there are currently limited reports on factors influencing teachers' use of these resources for instructional purposes. Therefore, this study aims to determine the…

Guided by the Self-Determination Theory, this study examines the mediating role of teachers' basic psychological needs satisfaction in the relationships between teachers' perceived supervisor learning support and teachers' use of technology and job satisfaction. 180 teachers in Singapore participated in the study by completing a questionnaire.…

This multiple case study explored how elementary school teachers use technology, especially for generative science learning, and why they use it the way they do. Data were collected through qualitative methods (interviews and observations) from seven elementary school teachers. The results showed that the participant teachers used technology…