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The purposes of this study were to explore the parents’ acceptance of participation in integration of technology into children’s instruction. The Technology Acceptance Model (TAM) was adopted as the framework in the study. There were 876 fifth-grader’s parents in Taipei, Taiwan participated in the study. The research results show that parents’ beliefs and parent–teacher communication can be used to directly and indirectly predict the perceived usefulness and perceived ease of use integration of information technology into instruction. The parents–child interactions can directly predict the perceived usefulness in TAM model and indirectly predict perceived ease of use. In the TAM model, the perceived ease of use and perceived usefulness could predict their attitude toward use and the intentions to use of the integration of technology into instruction for children. Finally, we discuss the implications of our findings for parents, teachers, and future studies.

This study is of three-fold. The first provides a general overview of the history and importance of “Technical and Vocational Education and Train-ing” (TVET); the second compares TVET in The United Arab Emirates (UAE) and the United Kingdom (as a pioneer country in the field) in order to explore points of similarity and differences and to make recommendations for TVET im-provement in UAE; and the third analyses the relationship between teacher train-ing programmes, accessibility to technical resources, teachers’ technology inte-gration, and the mission and vision of technical and vocational institutes in UAE. Data were collected from 175 teachers and administrators of Technical Vocational Colleges (TVCs) in the UAE. To ensure a comprehensive exploration of the top-ic, three separate research models were developed and tested. All models were analysed using covariance-based structural equation modelling (SEM) through AMOS version 24. Results showed that there is a positive and significant rela-tionship between teachers’ technology integration, teacher training programmes and accessibility to technical resources/equipment, and the mission and vision of the technical and vocational institutes.

The purpose of this paper was to unpack French-minority language teachers’ perspectives on the impact of the pandemic on their teaching. In fall 2021, semi-structured interviews were conducted virtually with 40 K-12 teachers of French as a minority language in Manitoba and Nova Scotia. While the pandemic has undoubtedly been challenging for language and literacy teachers, many have also developed adaptations and strategies. This paper focuses on those pedagogical accomplishments and teachers’ self-reported moments of success. Three main themes explored were the integration of technology into language teaching, language teacher collaboration and linguistic community building with students.

The purpose of the study is to compare teachers’ views upon integration and use of technology in classroom. Tomake cross-cultural comparison of teachers’ views, we interviewed with nine teachers in a primary school in cityof Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreigncountries. To obtain the data from other countries, we used the comments of the teachers who shared their viewswith us at Edutopia Blog Page. We used a qualitative research method with semi structured interview form togather data and to compare them with the comments in blog page. Having analysed, compared and discussed theviews of the teachers, we recommended that the school principals, teachers and students should be encouraged tointegrate technology and use mobile technology in classroom so that the students can prepare themselves forcompetition and race with the others and future careers.

The rapid changes in information and communication technology (ICT), the increasing availability of processing power, and the complexity of mathematical software demand a radical re-thinking of science, technology, engineering, arts, and mathematics (STEAM), as well as mathematics education. In the transition to technology-based classrooms, the constant use of educational software is a requirement for sustainable STEAM and mathematics education. This software supports a collaborative and actionable learning environment, develops 21st-century skills, and promotes the adoption of active and innovative methodologies. This paper focuses on learning and teaching mathematics and analyzes the role and utility of ICT tools in education as computer algebra systems (CAS) and dynamic geometry systems (DGS) in implementing active and innovative teaching methodologies related to sustainable STEAM education. Likewise, it highlights the necessity for learners to have extensive knowledge of mathematical theory, an essential asset to ensure the reliable and effective use of mathematical software. Through a practical experiment, this study aims to highlight that a mixed teaching method can significantly improve the sustainability of math knowledge. It provides various solid examples of CAS and DGS applications to emphasize its usage rooted in a mathematical background to enable learners to identify when the computer solution is unreliable. The study highlights that the proper use of CAS and DGS is an efficient method of deepening our understanding of mathematical notions and solving tasks in STEAM subjects and real-life applications. This paper’s goal is to direct our attention to the proper and intelligent use of computer tools, especially symbolic calculators, such as CAS and DGS, without providing an in-depth analysis of the challenges of these technologies. The outcomes of the paper should offer educators and learners new elements of active strategies and innovative learning models that can be immediately applied in education.

This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.

This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.

This quantitative study examined self-efficacy as a factor in teachers’ technology use and integration efforts in urban K-12 classroom settings of 327 Catholic school teachers in Southern California. This study employed an online survey that utilized the Technology Integration Confidence Scale (TICS) version 3, an instrument developed by the first author which is aligned to the ISTE (2017) Standards for Educators, and found that, on average, participating teachers had a fair level of confidence (i.e., they are fairly but not highly confident) in both using and integrating technology (M = 3.2, SD = .73). Accordingly, the study established participating teachers’ level of confidence in using and applying technology through sustained continuous professional development intervention as a key implication that influenced teachers’ self-efficacy in leveraging technology for professional practice.

In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers’ lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in technology education, and the ambiguity of the definition of technology education have scarcely been discussed in the literature. This study explored teachers’ experiences with the current integration of technology and identified challenges to the integration of technology and areas where support is needed. Semi-structured interviews were used to collect data and were analyzed using content analysis. Content knowledge, proper training, and professional development programs on the integration of technology along with the need for clear and unanimous curricula standards have been perceived as important factors in the integration of technology education. Participants also acknowledged the need for the establishment of teaching communities wherein they can learn from one another. Our study discusses implications for research and practice and provides a knowledge base for the establishment of well-structured professional development courses based on teacher needs.

This study investigated the level and frequency of science teachers' use of computer applications as an instructional tool in the classroom. The manner and frequency of science teachers' use of computer, their perceptions about integration of computer applications, and other factors contributed to changes in their computer literacy are investigated in this study. 63 primary school science teachers from the Northwestern part of Turkey participated in this study. A survey was administered to teachers. Results demonstrated that improving the computer literacy of science teachers seems to increase science teachers' computer use and consequently increase their integration of computer applications as an instructional tool. Internet, email, and educational software CDs found to have high percentage in teachers' use of computer applications in the classrooms. Also, the results indicated gender difference exists between science teachers' integration of computer applications as an instructional tool. [PUBLICATION ABSTRACT]