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Technology has become commonplace in K-12 classrooms with students actively using digital technology to support learning. The purpose of this study was to investigate whether there is empirical support that implementing the ISTE Standards for Students can result in learning gains. A scoping review methodology was used to map extant literature to evidence of learning gains. To ensure transparency in the selection of the articles and the evidence gathering procedure, an a priori method was used. This study is unique in that it provides the first examination of a set of student standards for technology use to learning gains within empirical articles. The findings reveal that there is evidence that all seven of the standards can lead to learning gains. This study is helpful in providing direction and guidance for all, such as educational leaders, teachers, administrators, researchers and policy makers who are looking for a roadmap for effective technology integration that leads to student success.

ChatGPT, an AI chatbot developed by OpenAI, was released in November 2022, sparking a significant surge in global awareness and utilization of generative AI across various domains. Although recent studies have acknowledged the significance of ChatGPT in the education sector, they have yet to focus on exploring faculty attitudes toward ChatGPT. We gathered a comprehensive corpus of tweets containing "#ChatGPT" and "#highered" between November 30th, 2022, and April 30th, 2023. We analyzed data by triangulating VADER, NRC lexicon, and ground coding. Findings suggest that 40% of the expressed sentiments were positive, 51% were neutral, and 9% were negative. The study also revealed the diverse range of emotions held by higher education faculty regarding ChatGPT, with trust and joy being the most prevalent positive sentiments and fear and anger being the most prevalent negative sentiments. This study shed light on faculty members' perceptions of ChatGPT, contributing to a better understanding of the impact, emotions, and incorporation of ChatGPT in the higher education sector.

The implementation of virtual reality (VR) has gained popularity in the organizational settings in responding to the digital transformation in the era of Industry 4.0. VR offers immersive and authentic experiences for learners through simulated real-life scenarios during training. While the affordances have been widely discussed, there is a need to take a systems thinking approach and look at the challenges and side effects associated with the implementation. This systematic review is an effort to comprehensively understand the challenges and side effects along with the exploration of contexts, affordances, and attitudes toward VR applications of the VR initiative for training in organizational contexts. Following a ground theory approach, we analyzed 50 articles published since 2011 that covered a wide range of industries and locations worldwide. The findings from our analysis revealed multiple affordances, challenges, and side effects of applying VR in training. We hope to promote a discussion on VR integration, especially to caution researchers and practitioners the challenges and side effects of this initiative in the design and implementation process, to derive maximum value of the immersive technologies in learning. The results contribute to a comprehensive understanding of applying VR in organizational settings and informs design considerations for successful VR implementation in training programs.

ChatGPT was released to the public in November 30, 2022. This study examines how ChatGPT can be used by educators and students to promote learning and what are the challenges and limitations. This study is unique in providing one of the first systematic reviews using peer review studies to provide an early examination of the field. Using PRISMA principles, 44 articles were selected for review. Grounded coding was then used to reveal trends in the data. The findings show that educators can use ChatGPT for teaching support, task automation, and professional development. These were further delineated further by axial sub codes. Eight student uses were 24/7 support, explain difficult concepts, conversational partner, personalized feedback and materials, provide writing support, offer self-assessment, facilitate engagement, and self-determination. In addition to be affordances of the AI, the data from the articles also showed limitations to ChatGPT and misuses, specifically, inaccuracies and hallucinations, potential bias, and tool limitations. Misuses are plagiarism and cheating, privacy issues and spread of false information. This study is a springboard for researchers, practitioners, policy makers and funders in understanding the emerging state of the field of ChatGPT.