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The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

The objective of this study is to ascertain the impact of interactive videos on web-based courses on students' technology proficiency and digital literacy levels, as well as their perceptions of this approach. To achieve this objective, the study was conducted using quasi-experimental designs, which are a type of quantitative research approach. The research group was selected using the convenience sampling method. The quantitative data gathered with the aid of data collection instruments were analyzed using dependent and independent samples t-tests. Qualitative data were analyzed using content analysis. The study's findings revealed a significant difference between the technology proficiency and digital literacy pre-test and post-test scores of the students in the experimental group. Furthermore, the findings indicated a significant difference between the technology proficiency and digital literacy scores of the groups, with the experimental group exhibiting superior performance. The results demonstrated that the use of interactive videos in web-based lessons can enhance students' technology proficiency and digital literacy levels. Therefore, the findings and results of the study will make a significant contribution to the field.

Developments in information and communication technologies, especially with the increase in internet use, have caused some important changes in the tourism industry, as in all sectors. Marketing strategies in the tourism sector have also undergone a transformation affected by these changes. As information and communication technologies develop, not only there is a decrease in communication costs, but also the regional borders of marketing activities have expanded and global studies have emerged. Transition to the digital world with the Internet; sharing information that will affect consumers' purchasing decisions, from destinations to tourism businesses and the diversity of services in tourism, has become one of the important variables of tourism marketing. The widespread use of information and communication technologies in the tourism sector has significantly changed the strategies and activities in tourism marketing, and especially the widespread use of social media has led to radical changes in the structure of promotional activities in tourism. In this study, which compares the social media usage of 5-star chain hotels, which are tourism businesses operating in the Turkish Republic of Northern Cyprus, the Greek Administration of Southern Cyprus, the Republic of Turkey and France, it is aimed to evaluate the effects of developments in information and communication technologies on tourism business marketing and the consumer-educational role of social media used in tourism marketing. Study; in addition to the advantageous and disadvantageous effects of technology and social media on tourism marketing, it also reveals the dimensions of the educational aspect.

This study explores the development of an eye-tracking solution for paralyzed students, enabling them to access and utilize personal computers for their education. It relies on eye-tracking technology, enabling computer control through eye movements. The study followed four phases: problem analysis, solution development, evaluation, and documentation. In the analysis phase, the problem for developing a solution was defined based on the interviews with the instructor, the paralyzed student, and his parents. The iterative and incremental development process was followed in the development phase with four development cycles. At the end of this phase, an eye-tracking-based computer control system and design principles were obtained to develop such a system. During the evaluation phase, paralyzed student used the system for two semesters. The final phase documented design principles for further eye-tracking systems to support paralyzed individuals' academic lives. By adhering to these design principles, there is a need to develop and adapt more solutions and systems for the benefit of paralyzed people, enabling them to access and maintain their academic lives. The study highlights the potential of eye-tracking technology for paralyzed students and promotes the development of similar solutions.

Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixedmethod design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum.

This research investigates how a mobile-based archive application and digital literacy impact pre-service administrators' understanding of the smart village concept in rural governance. It uses a quantitative approach with a questionnaire given to 100 pre-service administrators to evaluate their attitudes towards these factors. Validity and reliability tests were conducted as part of the data analysis, and the data were assessed for normality assumption. The data were then analyzed using a multiple linear regression model. The coefficient of determination, which is 99.3%, suggests that nearly all variables related to the smart village concept can be explained through the archive application and digital literacy variables. Furthermore, the mobile-based archive application and digital literacy have a positive and significant impact on understanding the smart village concept, both simultaneously (0.000<0.05) and partially (0.000<0.05). We found a negative t value (-5.739) for the understanding of the smart village concept, which can be improved through the mobile-based archive application (9.299) and digital literacy (6.538) variables. The implications from these findings indicate that pre-service administrators in rural governance recognize the need for improvement in their understanding of the smart village concept.

This paper presents a participatory design-based research that aimed to create a model of co-creation in the curriculum in Technology-Enhanced Learning Environments (TELE) in tertiary education, specifically to co-design assessment between professors and students. This qualitative research followed four phases divided into five stages with two iterative cycles of design and re-design. Accordingly, a mixed method approach was used to collect the data: systematic literature review, semi-structured interviews, and student surveys. As a result, the model highlights and distinguishes four different dimensions: characterization, co-creation, reflection, and technology. The initial three dimensions are depicted in chronological order, while the fourth dimension is pervasive throughout all preceding stages. Furthermore, we depicted how technology is present throughout the co-creation process, delineating its role in each dimension distinctly. In conclusion, this model expands the basis of co-creation in the curriculum literature and provides tools for practitioners to innovate in their academic contexts, enabling student involvement in their own learning journey through co-creation. Further research in this field should be carried out, so we intend to apply this research to other fields of study and educational levels, contexts, and situations.

Purpose: This study investigates university in-service English as a Foreign Language (EFL) teachers' perceptions of technology integration and the relevant factors that may affect their technology integration in the classroom. Design/Approach/Methods: This multiple case study applies Teo's extended technology acceptance model (TAM) and the theory of teacher value beliefs associated with using technology to explore seven in-service EFL teachers' perceptions of effective technology integration and the challenges they encountered. Findings: This study suggests that (1) perceived usefulness and (2) teacher value beliefs are two important factors that influence in-service teachers' technology integration. Additional factors are (3) subjective norm, (4) facilitating conditions of the environment, and (5) cultural values. Originality/Value: This study contributes to the existing literature on in-service EFL teachers' technology integration and increases the applicability of the extended TAM in China. This study also provides insights into these teachers' perceptions and practices of technology integration. Finally, insights gleaned from this study will guide school-level, local, and national educational policy groups on optimally supporting in-service teachers' future technology integration.

This study examined the role of technology integration and teachers' professional competence in developing 21st-century learning. Present studies show a significant gap between technology integration and teachers' competency in developing 21st-century learning. This study highlights the pivotal roles of technology integration and teacher competence in modern education. In an era where technology has transformed teaching and learning, understanding the synergy between these two factors is crucial for educational advancements. The study employs a descriptive quantitative approach. It seeks to understand the current state of technology integration and teacher competence by collecting data from in-service teachers within the English teacher's forum. The data collection methods encompass questionnaires and interviews to gain comprehensive insights into the subject matter. The research design of this study primarily relies on a descriptive approach, which involves the systematic collection and analysis of data to describe and understand the existing situation. The data-gathering process, through questionnaires and interviews, ensures a comprehensive exploration of the research questions. The results show that technology integration and teacher competency significantly influence the development of 21st-century learning.

Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.

The purpose of the present study is to examine the relationship between Visual Arts teacher candidates' media literacy, technology integration skills and STEM applications self-efficacy. The research, designed with the relational scanning model, was conducted with the participation of 204 Visual Arts teacher candidates. In order to collect the data, "Media Literacy," "Teacher Technology Skills" and "Teacher STEM Self-Efficacy Perceptions" scales were used in the study. The analysis of the research data was carried out with STEM analysis in the AMOS program. According to the research findings, visual arts teacher candidates' media literacy was found to be high, but their technology integration skills and STEM applications self-efficacy were found to be at moderate level. According to STEM analyses, media literacy and technology integration skills significantly predict STEM self-efficacy in Visual Arts teacher candidates, both separately and together.

Eye-tracking (ET) method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. The main principle of ET is that our gaze and our focus of attention are connected. Due to the advent of digital technologies, eye tracking studies are increasingly growing in different fields and in mathematics education. We assume that the provided task is one of the ways to analyse deeply cognitive processes, and we wonder how ET studies are dealing with the integration of digital technology in task-design in geometry. Starting from Strohmaier et al. (2020) we found three studies, one focused on geometric proofs and two based on construction of geometric objects. We highlight the contributions of integrating digital technology in learning and instruction, and in research in geometry.

Multitasking has been demonstrated to negatively impact performance across a wide range of tasks, including in the classroom, yet students continue to multitask. This study examined the relationship between college students' perceptions and performance of technology-based multitasking. Technology-based multitasking and self-efficacy data were collected and analyzed from 265 undergraduate students. Students engaged in a technology-based multitasking perceptions survey, a video + survey multitasking task or a video-only non-multitasking task, and a technology-based self-efficacy survey. An analysis of student perceptions indicated that students understood that different tasks required different levels of mental effort to complete successfully and that multitasking across high-mental effort tasks required greater effort than multitasking across low-mental effort tasks. In addition, students in the video + survey multitasking group significantly underperformed students in the video-only non-multitasking group. Finally, the relationship between technology-based multitasking and self-efficacy was addressed in a correlational analysis between student technology-based multitasking scores and technology-based self-efficacy scores, yielding no significant relationship. The study findings indicate that most students have an understanding and awareness of multitasking, but ultimately, whether they believed they could multitask or not, multitasking significantly impeded performance.

More and more researchers and educators have recently focused their attention to technology-enhanced collaborative writing (TECW) in English as a Foreign Language (EFL) setting. Yet, the updated review focusing on research in this field is meager. This study aims at helping researchers and educators get a deeper understanding of the features and development tendencies of recent research on TECW in EFL setting. It systematically reviewed 45 empirical studies published from 2014 to 2023, focusing on strands and findings. In terms of research strands, the results showed the writing process, outcomes, and students and teachers' perceptions and attitudes. In terms of research findings, the review results showed that TECW was effective in enhancing students' writing performance, developing a sense of community, engagement, motivation, collaboration, and satisfaction. The studies' findings also revealed that students and teachers demonstrated a strong disposition towards TECW practices.

This research aims to devise an innovative curriculum, to determine the opinions of parents, teachers, students, and educators of the curriculum, and to present results using the CIPP approach. The study employed a qualitative research method, a program execution case study. It used maximum variation sampling, a purposeful sampling method. The study, involving eighteen participants, was conducted in a high school that runs a technology education program. Data was obtained using the semi-structured and focus group interview methods. Participant confirmation was obtained to increase reliability, which was then subjected to external audit, allowing another researcher to examine the process and results. Awareness of the "Proficiency in Technology" (PIT) curriculum and curriculum implementation emerged as the main facts. The research findings show that a lack of communication and trainer qualifications caused disruptions in the program.

In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two microservers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students' study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students' learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners' study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future.

In both the educational and business environments, two trends may be inarguable. The difference between the demand of technology positions as compared to the number of people majoring or interested in technology-based careers. Secondly, the education environment is radically changing in several aspects including a high number of undecided majors entering undergraduate institutions as well as the ability of skills development by higher education students entering the marketplace. The recent and historic attention in artificial intelligence and machine learning technology may have an impact on both a change in the demand for total positions and interest in technology-based careers. This research study will investigate the attitudes and perceptions of first-year college students over four academic years to determine changes. Six of the factors studied were found to have significant differences between the research period: attitude, job availability, personal image, social image, subjective norm and intent to major. The intent to major has remained consistently low for three of the four years. The implications from this research will provide insight to both business organizations for recruiting as well as all educational institutions.

The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with "Elementary School Principals' Technology Leadership Role Scale" and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important.

Defense industry is one of the sectors that boosts technological advancement and act as a trigger. In this industry, where personnel training plays a vital role, supporting military training with technology provides a great advantage on the battlefield. When we look at the problems that need to be solved, it is seen that the soldier's devotion to duty, his sense of absolute obedience and the soldier's need to be free from emotional depression. Recently, the masses have undergone intense migration movements due to the climate crisis, epidemics, hunger and wars. In this context, it seems that local people in the migrated region have a feeling of fear and hatred towards the newcomers. Mass media are the primary factors that cause this perception, called xenophobia. In this study, how perception management can be done through mass media and what the consequences may be will be discussed from a dystopian perspective and using the semiotic analysis method. As an example, through the images and dialogues in the "Men Against Fire" episode of the Black Mirror series, it will be examined how the soldier's motivation to become conditioned to the task during the training process is provided with technological support, and how effective the media can be in the context of perception management. As a result of the research, the outrage that xenophobic thought will cause in society, the dangers that arise in case of loss of control, and the role of the media in this process will be revealed and solution suggestions will be offered.

In this meta-analysis study, it was aimed to examine the perceptions of distance education and the effect size of technology usage competencies by using meta-analysis method. In the meta-evaluation carried for this purpose, twenty-eight studies that met the criteria for inclusion in the research were reached. By combining these studies, 11.797 sample groups were studied. In order to reach a general decision in the research, a funnel plot graph was drawn before statistical calculations were made. Statistical calculations were performed in order to make a general impression decision about the publication bias in the funnel plot diagram. When the statistical analysis results and the diagram graph results were combined, it was determined that there was no publication bias in the studies included in the study. Then, a heterogeneity test was performed to determine the model type of the research. According to the results of the heterogeneity test, it was decided that this research should be interpreted according to the type of random effects model. For heterogeneity, publication type, school type, and branches were aimed as moderators. It was observed that the meta-analysis study had a small distribution of perceptions of distance education and technology usage competencies, that the variables of publication type, school type and distribution departments did not have a moderator unit in the calculations done on the moderator, but it was concluded that the effect sizes of the studies published as articles, the studies carried out in secondary education institutions and the studies on mathematics teachers had a relatively larger effect size than the others.

The article reviews some of the relationships between AI and education, emphasizing the metaphors used, the difficulties in finding points of agreement, as well as aspects of the social criticism that is made of AI (e.g. considering that it can be a form of unwanted deviation). AI appears as one more case of technology that comes to improve education, as happened in the past with other less "intelligent" technologies, although now with more arguments in its favor. Secondly, it explores the logical mechanisms (abduction) that are widely used in human reasoning but also in AI, showing how their uncontrolled use can lead to certain conversation algorithms being able to lie, something that teachers would not do. An ethical rather than logical question is raised that deserves to be explored later.

The global pandemic caused by the SARS-CoV-2 virus brought about a true revolution in the predominant teaching-learning processes (i.e., face-to-face environment) that had been implemented up to that point. In this regard, virtual teaching-learning environments (VTLEs) have gained unprecedented significance. The main objectives of our research were to define an explanatory theoretical model and to test a multiple serial mediation model with four variables in series (one independent variable plus three mediators) to relate perceived utility (independent variable) in the use of a VTLE and perceived learning (dependent or criterion variable) in such contexts, taking into account the mediation of subjective norm (mediator 1), ease of use (mediator 2), and intention to use behavior (mediator 3), and using the extended technology acceptance model as the theoretical framework. Additionally, we aimed to analyze the direct and indirect relationships and effects among the variables that constituted the proposed model. Methodologically, the research can be classified as a cross-sectional causal ex post facto design. A representative sample of students enrolled in higher education institutions in the Dominican Republic was used as the research population, and a standardized Likert scale was administered to measure the five dimensions of the proposed model. Finally, it is worth noting that the obtained results indicate that all direct and indirect effects considered in the model were statistically significant, except for the indirect effect, where the four predictor variables were arranged in series to verify their influence on the criterion variable: perceived learning.

Teachers must foster within themselves the idea that technology is a part of civilization that must inevitably go hand in hand with teaching and learning, including assessment. Technology-based assessment should assist teachers in dealing with digital native students who are already aware of their own needs, requiring teachers to integrate differentiated instruction. This qualitative study reported EFL teachers' perceptions and challenges regarding technology-based assessment for learning (AfL) and assessment as learning (AaL) within the differentiated instruction framework. Gathering the data involved conducting structured interviews with 60 EFL teachers hailing from Yogyakarta, Indonesia, and utilizing the grounded theory framework as the analytical foundation. This study used content analysis. The transcribed interview data underwent coding through a systematic step-by-step process. It involved repeatedly reviewing the data to identify common patterns and recurring themes. The findings showed that EFL teachers had different perspectives about technology-based AfL and AaL within English-differentiated instruction. Most EFL teachers could be better at giving feedback after using the AfL process. They need more time to prepare technology-based AfL and AaL for differentiated instruction and group students based on their needs and abilities. Internet connectivity disrupts student engagement. Teachers mainly focus on professional development activities. The study suggests that EFL teachers and trainers should use a technology-based model for AfL and AaL to support differentiated instruction.

Technology in language instruction has become a new norm due to its effectiveness, and one example is the Teams-Games-Tournaments (TGT) method. The purpose of this study is to measure students' achievement in English language classes by using technology-infused TGT and ask the students to evaluate their learning experience with this method. This research involved 30 students as the control group and 30 students as the experimental group from two sections of the same general English course at a Thailand university. Pre- and post-tests of the control and the experimental group were conducted to assess the success of the method. At the end of the term, a questionnaire consisting of closed and open-ended questions was used to record the students' perceptions. The findings showed that the experimental group's scores were higher suggesting the success of the method in improving students' achievement. The experimental group's perceptions as expressed in the questionnaire under cooperation, motivation, achievement, and satisfaction were highly positive as students gave, on average, ratings of more than 4.0 to all categories. The implication of these findings was the effective application of this method in English classes.

The incorporation of computer technology in higher education has experienced substantial expansion and evolution in recent years. This study aims to examine the possibilities and problems that emerge throughout the integration process. Through an analysis of the multifaceted components associated with integrating computer technology within higher education, this study attempts to elucidate the prospective advantages and challenges encountered by educational institutions, instructors, and learners. The study relies on an examination of pertinent academic literature, case studies, and empirical research. This study identifies and assesses various significant opportunities, such as accessibility to educational resources, personalized learning experiences, enhanced engagement and collaboration, and the acquisition of crucial digital skills that arise from the integration of computer technology. Furthermore, this study delves into the possible beneficial implications of computer technology on the efficacy of institutions, cost-efficiency, and administrative functions. Incorporating computer technology in higher education poses several challenges, such as the digital gap, concerns about privacy and data security, the necessity for faculty training and support, alterations in pedagogy, and the possible diversions that may arise due to technology that require careful consideration. The study suggests a thorough examination of the many opportunities and challenges that are involved with technological integration in higher education.

Despite vast improvements in technology infrastructure and classroom technology implementation across Malaysia, there still remain teachers who fail to seamlessly integrate technology in their lessons. Potential explanations for this behaviour span from low self-efficacy and computer anxiety to personal attitudes and beliefs. Technology has been shown to aid learning and even contribute to an improvement in standardized test results when integrated into the curriculum in a meaningful manner. This study investigates the causes for the reluctance to integrate technology in classrooms. It also looks into whether it can be understood from teachers' attitudes towards computers or from their constructivist teaching beliefs. A correlational research study was conducted with 135 pre-service teachers from 3 public Malaysian universities. Multiple regression analysis was performed to establish the predictive value of the variables. Our analysis showed that teachers' attitudes towards computers can directly predict how likely they are to incorporate technology in their lessons. However, constructivist beliefs did not predict pre-service teachers' intention to use technology in the classroom. Additional analysis and t-test found that female teachers were significantly less likely to want to incorporate technology in their lessons when compared to males. We concluded that when teachers' attitudes towards computers are more positive, they are more likely to use technology in their future lessons. However, this may not apply across the board, with female teachers appearing less likely to utilise technology when compared with male teachers.

The efficacy of vocational teachers' utilisation of digital technology in the context of the Industrial Revolution 4.0 remains a pressing concern that necessitates pragmatic resolutions. Social support and infrastructure are the leading causes of the limited technological self-efficacy of digital technology practices. This research seeks to examine the impact of infrastructure and social support through technological self-efficacy on vocational teachers' digital technology practices during the Industrial Revolution 4.0. The research employed a quantitative approach and ex-post-facto methods, involving 207 vocational teacher respondents. The data was analysed using structural equation modelling techniques, namely path analysis and bootstrapping approaches. The inquiry results indicate that technological self-efficacy acts as a mediator of digital technology practices, with a statistically significant p-value of less than 0.05. The relationship between social support for digital technology practices and technology self-efficacy is mediated by an estimate of 0.089 with a p-value of 0.019. Similarly, the relationship between infrastructure for digital technology practices and technology self-efficacy is mediated by an estimate of 0.250 with a p-value of 0.000. A comprehensive analysis of variables, including their direct, indirect, and total effects, revealed a considerable influence of the variables included in the study. After analysing the features of each respondent, a p-value < 0.05 was achieved, indicating a significant influence between the variables evaluated. It suggests that the relationship between the variables can be broadly applied to the characteristics of each respondent. Enhancing digital technology practices in vocational education requires increased efforts from educational institutions and the government.

Through a bibliometric analysis, this study aimed to uncover the connections between technology, digital and visual literacy, and education. By examining the Web of Science database, we were able to gain insight into the scope of the topic and interdisciplinary trends in the literature. Our analysis revealed that journals such as the "Nordic Journal of Digital Literacy," "Computers & Education," and "Education and Information Technologies" are important and frequently cited resources in this area. Notable researchers such as Buckingham, D., McGrew, S., and Coiro, J. were identified through our author analysis. Our trend analysis demonstrated the growing importance of digital literacy, technology, and education. Through cluster analysis, we were able to identify relationships and topics between keywords. Our findings suggest that digital literacy education should be prioritized, technology should be more widely utilized, and teachers should be trained to collaborate and share. This study provides helpful guidance for educators and researchers and can inform future studies. Our goal is to encourage the development of effective strategies for technology and digital literacy in education. Further research should focus on improving students' digital skills, increasing the impact of technology in education, and enhancing learning experiences.

Technology is advancing and developing, and we cannot let go of our lives. One of them is in the world of education, the use of technology is often found. Teachers combine technological devices in the learning process so that the learning atmosphere becomes more interesting, not only with increasingly open technological developments and the spread of information and knowledge throughout the world across the boundaries of space and time. Thus, technological developments have a positive impact on educators and students. In this study, researchers measured the extent to which the application of this technology in the learning process was highly valued. For this reason, this research aims to find out the impact of technology on Arabic language learning at the Batusangkar Institute State Islamic University. The method used in this research is a survey research method. Data collection uses observation, interviews and questionnaires. Furthermore, the expected result of this research is to find out the role or influence of technology on Arabic language learning activities in higher education. Based on the research results, it can be seen that there is an influence or influence of technology on Arabic language learning at the Batusangkar State Islamic Institute.

The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.

The aim of this study is to reveal the bibliometric profile of articles published in the field of science education and technology. In the study, in which descriptive research model was used, bibliometric analysis method was preferred in order to reveal and examine the research trends of scientific publications on science education and technology. In the study, Web of Science Core Collection was preferred as the database and VOSviewer program was preferred as the bibliometric network analysis program. In the Web of Science Core Collection database, 2485 articles were accessed after searching with the keywords "science educat*" and "technology*". As a result of the research, it was determined that the first article in the relevant subject area was published in 1980 and the most articles were published in 2022. The country with the highest number of publications in the related field is the USA. The researcher who published the most in the related field is Franz Xaver Bogner. The most publications were published in the Journal of Science Education. Most frequently used keyword in the related articles is science education. The study is important in terms of revealing the research trend of science education and technology articles.

In this 21st century, HEIs are experiencing a dynamic change in technology, and they should be responsive to stay in the competition space. A recent phenomenon of the COVID-19 outbreak was an alarm that caused many HEIs to look back at their capacity in digital technology to deliver online teaching and learning. This paper presents technology-based teaching and learning at two Ethiopian higher education institutions. Two research questions were set to guide the study: -how do academics perceive tech-based teaching and learning as an element of quality? Do other Inputs, Processes, and Outputs impact the application of digital technology in teaching and learning? A quantitative research method was employed to assess the case. 188 university teachers were taken from two universities as a sample for questionnaire administration. Jamovi software was deployed for data analysis. The result shows that digital technology-assisted teaching and learning are among the important elements of quality. Teachers believe that technology-based teaching and learning improves quality. Their beliefs were similar across their qualifications, departments, university type, and gender. In contrast, their service years have made a significant difference between teachers of less than five years (5) experience and those between five to ten (5-10) years. Inputs and processes-oriented quality elements significantly affect the integration of ICT into teaching and learning. It is recommended that HEIs of Ethiopia be proactive in planning to adopt relevant and timely digital technologies to deliver quality teaching and learning. Besides this, their openness to cooperate with Ethio Telecom, the Ministry of Education, and other NGOs to work toward capacity building to integrate digital technology into their teaching and learning by minimizing the challenges related to poor digital competency, scarce resources, internet connection, and infrastructure.

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020-2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.

Emerging technologies are transforming educational practices, but successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles but adoption and performance lag over time. A strategy development framework is needed for decision-makers to understand the complex interaction of all the factors to consider when making new technology investments. The research explores how strategy development occurs through the dynamic interaction of strategy with learning, and technology integration. It analyses the key elements of a strategy map for learning with technology and how they influence each other within the overall strategy map. The research design integrated the different cycles of Design Science Research (DSR) with a modified Delphi Technique in two phases of research. During the first research phase, Delphi panel members were interviewed to understand current challenges and practices in learning with technology. The results of the literature review and thematic data analysis from the interviews were used to create a hypothetical strategy map and a strategy development framework, as an artefact, as part of the DSR process. This framework was shared with Delphi members in the second phase of research, and they were requested to evaluate the framework for its fit and utility in similar contexts of learning with technology. The feedback contributed to the refinement of the artefact and highlighted the key operational focus areas for learning with technology. The key operational focus areas identified were the need to increase the basic technology literacy of students and educators, continuous professional development in terms of online pedagogy, and the need for principles in terms of multimedia design. Other focus areas were an online design blueprint and an improvement in learning and teaching experiences through efficiencies and productivity of ed-tech technologies. This study contributes a strategy development framework for educational technology which enhances theories around the analytical and conceptual processes when planning and implementing new emerging technologies in learning. Analytical processes include external and internal analysis and a SWOT analysis of aspects related to learning with technology. Other key outcomes of the study include a hypothetical strategy map for learning with technology which aligns business objectives to a financial, customer, internal business process and learning and growth perspective.

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 use through their photos and reflections. Based on the results of this study, ensuring TCs receive a sound foundation in SAMR and technological, pedagogical, and content knowledge (TPACK) frameworks can increase TCs' capacity for identifying and applying effective technology in the classroom.

Technology has been employed to streamline the process of acquiring knowledge and engaging in various endeavours, exemplified by the utilisation of computers. According to Dhiman (2021), there is a prevailing perception that secondary school students exhibit worse manners and earn lower academic outcomes as a result of their excessive use of mobile devices. The unregulated and extensive utilisation of technology has been found to have detrimental consequences on students' self-control and discipline, primarily due to their exposure to various media platforms, television videos, and cell phones, among other technical gadgets. This study was conducted to assess the effects of technology adaptation on students' discipline in public secondary schools in Nyamagana. The theoretical foundation for this study is aligned to Bandura's social learning theory and the Technological Acceptance Model by Davis. The study employed a mixed methods sequential exploratory research design in which data were collected through questionnaires and interviews. The data collected were analysed using both quantitative and qualitative techniques, and the results of the quantitative analysis show a positive and significant relationship between smartphone use and student discipline ([beta] = -0.228, p, <0.001). The results further explain that a 1-unit increase in smartphone use affects student discipline by 23.6%. Moreover, the findings indicate a positive and significant relationship between watching television and the effects on student discipline ([beta] = 0.315, p<0.003). The results are interpreted to mean that a 1-unit increase in watching television affects the behaviours of students by approximately 35%. On the other hand, among social media users there is a positive and significant relationship between social media use and the discipline of students ([beta] = 0.010, p<0.000). Last, the findings for online gaming show that while there was a relationship between online gaming and student discipline, but it was negative and not statistically significant ([beta] = -0.064, p<0.689). This study recommends that policy makers should take into consideration the integration of the effects of using electronic devices on secondary school students' discipline in education policy to simplify the implementation of ways of avoiding those effects. Additionally, the study recommends that teachers should ensure the implementation of the restrictions put on the use of mobile phones in schools, and education should be provided for parents and the general community on the importance of limiting students from spending much time on electronic devices.

Purpose: This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of multilingual learners (MLs) and takes a heteroglossic perspective in linguistic pedagogy. This qualitative case study examined the experiences of 11 U.S.-based preservice teachers (PSTs) and 12 MLs elementary students in Korea in the MDST project of a TESOL methods course. Findings: The findings showed that PSTs and MLs enhanced their appreciation for educational technology, multilingualism, and intercultural awareness. Although the project aimed to decenter English as a hegemonic language, both PSTs and MLs maintained traditional discourses that privileged English over MLs' home language and targeted literacy correctness in written English only, moving away from the heterogeneous goals of the course project. PSTs and MLs also faced challenges in navigating technological tools, which negatively affected their perception of the project. Originality/Value: This study contributes to heteroglossic approaches in preparatory TESOL teacher education programs and improves the understanding of challenges in educational technology use for global multilingual exchanges to promote global citizenship.

Purpose: By methodologically reviewing the literature on Technology-Assisted Reading Instruction (TARI) for English Language Learners (ELLs) in K-12 settings, this study aims to advance the knowledge of TARI research and guide future research directions. Design/Approach/Methods: This study examines 32 peer-reviewed journal articles published between 2000 and 2020. Each article was analyzed for research objectives, reading skills, learner demographics and contexts, theoretical frameworks, research designs, and outcomes. Findings: A review of the literature reveals a strong focus on evaluating the efficacy of TARI through summative assessments, but limited attention to learners' literacy practices and interactive engagement in digital contexts. Additionally, there is a marked lack of alternative approaches to assessing the effectiveness of technology in promoting ELLs' reading progression and a continued emphasis on developing traditional literacy over multimodal literacy. TARI can enhance reading motivation, foster collaborative learning, provide scaffolding, improve reading performance, and expand semiotic resources. Originality/Value: As one of the first comprehensive methodological reviews of TARI, this study elucidates ELL reading education in the era of multiliteracy. Results have implications for technology-mediated education, which expanded rapidly during the COVID-19 pandemic.

Digital tools have become integral to training military engineers, and the introduction of a technology enhanced learning environment may improve the educational process at higher military educational institutions. This study explores the impact of digital transformations in military engineering education through a technology-enhanced learning environment. To answer the research questions, mixed methodology was used, which involved integration and data triangulation matrices. The survey included17 experts who possess the competences to evaluate the integration of technology into the learning environment. The results showed that a positive technology-enhanced learning environment is represented through ICT-supported learning, e-learning, blended learning, and virtual learning environments. The researchers distinguished groups of digital tools used at higher military educational institutions(communication tools, content creation tools, Learning Management Systems, collaboration tools, assessment tools, simulation and modelling, and adaptive learning tools). The impact of digital tools applied for the formation of professional competence among future military engineers was evaluated. Then, the algorithm for creating and developing a positive technology-enhanced learning environment was explained as the set of systematic measures used to design and implement a learning environment that integrates technology. The measures to be taken to foster digital technologies while training future military engineers were described during the study. The outcomes can be used to improve the existing system of military engineering education at the Ukrainian military institutions and to maximize the professional training at the active military units.

The ubiquity of IT (Information technology) for teaching at large is a reality that can be observed, including STEM education, which is the field of study of this research. In view of this situation, this work is intended to determine the role of IT in STEM (Science, Technology, Engineering, Mathematics) education. It was decided to conduct a systematic review based on PRISMA model and adding information obtained from the analysis of fugitive literature. The literature review was carried out on a total of 16 articles. The main inclusion criteria were a temporal selection from 2015 to March 2023, the inclusion of the terms IT and STEM in the title, abstract or keywords of the articles. The main results show an increasing tendency of this topic, especially in English research. Most relevant conclusions of the systematic review evidence a positive relationship between IT and STEM education, although some negative aspects are also highlighted as there is still a lack of resources and teacher training, leading to ineffective application of IT in STEM classes. The research results have important practical implications, it motivates teachers to research, propose and implement measures to enhance the role of IT in STEM education, while minimizing the limitations that have been identified.

Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous frameworks and applies a holistic systems approach to understanding effective technology integration. This takes into account all aspects of technology integration including new findings uncovered during the COVID-19 lockdown. TPACK and SAMR were analyzed identifying their benefits and limitations and then the SETI framework was explained providing insight into the value of a whole systems approach to technology integration.

This study explored the integration of neural networks and artificial intelligence in image recognition for object identification. The aim was to enhance students' learning experiences through a "Learning by Teaching" approach, in which students act as instructors to train AI robots in recognizing objects. This research specifically focused on the cell division unit in the first grade of lower-secondary school. This study employed a quasiexperimental research design involving four seventh-grade classes in a rural lower-secondary school. The experimental group (41 students) were taught via an AI robot image recognition technology, whereas the control group (40 students) were taught via a more conventional textbook-centered approach. The research followed a pre-test design, with three classes lasting 45 min each, totaling 135 min of teaching time over two weeks. Evaluation tools include the "Cell Division Two Stage Diagnostic Test" and the "Science Learning Motivation Scale." The results indicate that learning through teaching AI robot image recognition technology is more effective than textbook learning in enhancing students' comprehension of the "cell division" concept and boosting motivation to learn science.

It is important to understand information and communication technology (ICT) and digital resources in classroom teaching and learning processes. Pre-service teachers' attitudes towards ICT and digital resources in teaching and learning processes are important for positive attitudes in students towards these tools. The study employs a mixed methods study targeted teachers who have completed their internship training to understand the knowledge, attitude and usage of ICT and digital resources tries to find a correlation between these three facets. It employs a questionnaire with validated tools for measuring attitude, knowledge and usage of ICT and Digital Resources and the results are tabulated. Using statistical analysis of mean and standard deviation, the study affirms a positive correlation between Knowledge, attitude and usage of ICT and Digital Resources by Pre-Service teachers. This study recommends that pre-service teachers be given adequate training and exposure to ICT & Digital Resources for a better learning transaction and technology usage.

Technology integration is regarded as a crucial and complex endeavour to enhance students' learning and prepare them to participate in a digital society. Although the research landscape on teachers' technology integration is vivid and stimulating, an analytical model which synthesises different strands of research to model antecedents (i.e., teachers' professional competences), processes and outcomes of technology integration in an integrated manner is missing. That said, previous research was often rather product-oriented and ignored potential effects on students' learning processes and their achievement. To fill this gap, in this paper, we outline a preliminary model, the TPTI-model (teachers' professional competence for technology integration), in which we deliberately link different research perspectives on teachers' professional competences, professional vision and students' learning (processes) to model technology integration during teaching. Based on the preliminary TPTI-model, we propose future research directions, which may allow to gain a better understanding of the teacher- and student-related conditions as well as processes of technology integration and their effects on students' learning.

The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment "as" learning (AaL) and assessment "for" learning (AfL) rather than the assessment "of" learning (AoL). The appropriate AaL and AfL have influenced the process of AoL. Almost all teachers in Indonesia have faced the challenge of implementing Aal and AfL. This study used a qualitative study to report English as a Foreign Language (EFL) teachers' perceptions and challenges regarding technology-based AfL and AaL. The design of the study was content analysis using the coding procedure and the grounded theory framework as the analytical foundation. Data gathered involved conducting structured interviews with 60 EFL teachers from three central provinces within Indonesia. The findings revealed that EFL teachers in Indonesia had different perspectives about technology-based AfL and AaL as flourishing assessment approaches. Most of the EFL teachers' perceptions said that due to a lack of time, large classes, and lack of knowledge and training on technology-based AfL and AaL principles and practices in EFL contexts, implementation of technology-based AfL and AaL was viewed as challenging. The study has implications for EFL teachers and trainers in developing an instructional model of technology-based AfL and AaL.

Massive open online courses (MOOCs) have gained popularity among sales professionals who use them for self-directed learning and upskilling. However, research related to their intentions to continue learning is scarce. Drawing from the social cognition theory, this research aimed to address this gap by investigating the role of task-technology fit, self-development, and social recognition in sales professionals' continued use of MOOCs. The study hinged on empirical research and used a survey to collect data from 366 sales professionals. The results suggest that task-technology fit, self-development, and social recognition play a significant role in sales professionals' continued use of MOOCs. The study has practical implications for organizations promoting employee learning and development. The findings provide valuable information for MOOC designers and providers to develop more effective courses that meet the needs of sales professionals.