At the local and state level, some data collection takes place around access to devices and broadband, but little alignment across these collections exists to paint an accurate picture of how and where digital equity gaps persist nationwide. Dell Technologies and the State Educational Technology Directors Association (SETDA) collaborated to assess…

The Education and Training (ET) 2020 strategic framework for European cooperation in education and training is the main instrument to develop exchanges of information and experience on issues common to the education and training systems of the Member States (TFEU, art. 165 and 166). As part of the ET 2020 strategic framework, cooperation inter…

Extension agents are non-formal educators located in counties and parishes across the United States. Agents develop educational programs for the citizens of the counties and parishes based on the specific needs of the community, and the content of the programs is rooted in research conducted at the state's land grant universities. Over the past 50…

It is not known how faculty of online teachers in higher education courses described their participation in social networking communities and the influence of their community involvement on their preparation for, and application of technology-mediated teaching skills and training, in social networking communities for online teachers in higher…

Digital badges promise greater transparency and granularity in documenting the professional learning and knowledge base of teachers compared to traditional credentials like certificates of attendance, resumes, and transcripts. Yet before they gain widespread acceptance, educational leaders must understand what they are, how to use them, and how to…

The purpose of this study was threefold. First, it examined K-6 pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) self-efficacy for math content area. Second, it identified the impact of Technology Knowledge (TK), Pedagogy Knowledge (PK) and Content Knowledge (CK) self-efficacy on TPACK self-efficacy. Third, it evaluated…

At a mid-size suburban school district located in Texas, secondary special education teachers are not integrating technology routinely into their content-based lessons, thereby not ensuring special education students have access to a guaranteed viable curriculum. The purpose of this basic qualitative research study was to explore secondary…

Purpose: Countries with unique developmental paths and cultural lineages display significant variations in their out-of-school education systems. In this landscape, Belarus, a vestige of the disbanded Soviet Union, illustrates a distinct out-of-school education system, profoundly shaped by both Soviet and European Union countries' influences. A…

As artificial intelligence (AI) advances rapidly, it has been incorporated into formal education to facilitate subject-based learning. Integration of AI technologies to support learning requires teachers to intentionally design AI-assisted learning. However, there have been a limited number of empirical studies investigating teachers' behavioural…

In the present study, a MALL TPACK questionnaire was developed and validated based on a TPACK framework. Data were collected from 414 EFL teachers. The development of the questionnaire involved a comprehensive review of existing literature, examination of existing questionnaires, and interviews with experts. This process resulted in an initial…

The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study,…

This paper analyses university teachers and students' experiences of online learning during the COVID-19 pandemic in Nepal and presents post-pandemic implications. Potential ramifications of the findings in a normal setting were suggested by the analysis of data gathered through semi-structured interviews with participants both during and after…

This study explores online self-regulated learning skills among high school students in three schools in China's EAST City Y using questionnaires. Results reveal the online self-regulated learning skills of high school students are positioned at an intermediate level, showcasing noteworthy disparities across distinct cohorts of high school…

Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the…

The integration of Technological Pedagogical Content Knowledge (TPACK) into instructional design is pivotal for teachers. This intricate knowledge framework encompasses the interplay between technology, pedagogy, and subject matter, profoundly impacting the multifaceted aspects of student learning, encompassing knowledge acquisition, skill…