Technology-rich instruction is described an important instructional component for fostering the development of 21st century skills (U.S. Department of Education, 2017) and an effective pedagogy for teaching at-risk students (Darling-Hammond et al., 2014). The purpose of this qualitative case study program evaluation was to explore technology-rich…

The purpose of the current study was to better understand how pre-K-12 school leaders respond to the International Society for Technology in Education (ISTE) Standards. The instrumental case study involved school leaders with demonstrated success implementing learning technologies in elementary and middle level settings in a large southern,…

Access and use of computer-based educational technology within K-12 schools have been steadily increasing since the 1980s (Cuban, 1993; Delgado et al., 2015; Penuel, 2006), including more school districts providing every student with a device (1:1) after the year 2000 (Gray & Lewis, 2021; Harper & Milman, 2016; Penuel, 2006; Zheng et al.,…

As Australian universities have considered the potential of technology-enabled personalized learning, with some making significant resource investments, there has been little documented about their successes or failures. Additionally, for a sector with a history and culture of collaboration, the ability to learn from other implementations and…

Graduate teaching assistants (GTAs) play important roles in engineering education at the undergraduate level. Since there are lots of technological content knowledge (TCK) in engineering curriculums, the improvements of GTAs' teaching skills on TCK will help the teaching effectiveness of the curriculums. As the instructor's knowledge about…

The purpose of this convergent mixed methods study was to explore how an undergraduate educational technology course impacts preservice teachers' TPACK knowledge and how it affects the development of their technology integration repertoire. A total of 14 preservice teachers enrolled in a face-to-face section of an educational technology course in…

This case study explores the advantages and limitations of conducting focus groups online. Though virtual focus groups have long been positioned as supplemental or inferior alternatives to in-person focus groups, this case study emphasizes the flexibility, accessibility, and possibility of conducting focus groups virtually. Providing examples from…

The introduction of artificial intelligence (AI) in education is seen as a promising tool to enhance learning outcomes and provide students with engaging learning environments in developing countries such as Colombia. This case study aimed to investigate teachers' perceptions of AI in K-12 education in public schools located in the Amazonian…

This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications for enhancing SEL competencies such as self-awareness, empathy, and social skills through…

This study evaluates TeacherServer, a generative AI platform for educators, focusing on its effectiveness and usability. Using the Teachers' Acceptance of AI in Education (TAAI) framework, it assesses teachers' perceptions before and after workshops with 148 K-12 teachers from Florida. Results show a notable improvement in teachers' acceptance of…

This research considers the need to train teachers who can effectively integrate technology for teaching and learning mathematics. The primary goal of this research is to showcase a successful training experience by identifying and describing some indicators of the technological pedagogical content knowledge acquired by pre-service early childhood…

Teacher burnout can have negative consequences for both the teacher and the school environment. In this study, a quantitative, correlational approach was used to examine teacher burnout in relation to their proficiency in technology-integrated instruction. The study aims to investigate whether there is a connection between a teacher's ability to…

Mobile learning adoption is an active area of research. This paper aims to contribute to better understanding of mobile learning adoption by providing a body of knowledge to aid researchers working in this field. The applied method is systematic review of commonly used databases based on the guidelines proposed by Kitchenham ("Keele, UK,…

The importance of access to quality physical education (PE) among children is well-documented. The onset of the COVID-19 pandemic, however, resulted in significant shifts in PE curriculum delivery alongside a rapid uptake by PE teachers of new technologies. Although some research about integrating technology into teaching does exist, there is very…

Technological Pedagogical Content Knowledge (TPACK) is defined as the teacher knowledge needed for effective technology integration. This study aimed to investigate preservice elementary mathematics teachers' TPACK development. TPACK survey was administered to 33 preservice teachers (PSTs), and six of them were selected via maximum variation…