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The COVID-19 pandemic impacted traditional pedagogies and modalities for facilitating instruction to all students, including those enrolled in higher education courses. Given the disruptions to in-person learning and the growing interest in distance education, higher education institutions are increasing the number of asynchronous online and blended courses in educational programs. This increase also coincides with the growing numbers of diverse students, including those from multilingual backgrounds, across college campuses in the United States. Student diversity calls for more inclusive instructional delivery modes. This article describes Universal Design for Learning (UDL), a framework designed to enhance teaching and learning for all students. It also explains how university faculty can implement UDL in online courses in higher education and in preservice teacher preparation courses. Finally, the article discusses the implications of UDL implementation for multilingual students enrolled in higher education courses.

Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.g. PowerPoint, Google Slides, Prezi). The research question we examined is: How can instructional designers and university educators effectively design and use deaf aesthetics and multimodal curricula and pedagogies to prompt and sustain educational interactions with deaf or deafblind learners and teachers? [ABSTRACT FROM AUTHOR]

This study aims to reveal pre-service teachers' experience in virtual museum design that they can use in social studies teaching, and their opinions on virtual museum applications. In line with this purpose, phenomenology design was used as one of the qualitative research approaches. Selected by the criterion sampling method, the study sample consisted of a total of 15 pre-service social studies teachers (9 female, 6 male) who were studying in year 4 at the Department of Social Studies Education of a State University in the 2021/22 academic year. During the 9-week virtual museum design process, virtual museums on "epidemics, women's rights, population, environmental problems, climate, human rights, and migration" were designed through the Artsteps application. The study was executed in a dynamic manner in co-operation and interaction with pre-service teachers based on the principles of design, implementation and evaluation. A semi-structured interview form was used as a data collection tool to determine the opinions of pre-service teachers about virtual museums and the use of virtual museums in social studies teaching. The data was analysed by content analysis. The results revealed that the virtual museum design process positively affected the views of pre-service teachers and that virtual museums are very effective and applicable tools in social studies teaching. This study suggests that virtual museums be used in social studies courses since they offer rich content to achieve meaningful learning in social studies courses owing to easy accessibility, and that future studies focus on examining the effects of popularizing virtual museums designed with gamification and guided content. [ABSTRACT FROM AUTHOR]

This study investigated the influence of learning spaces on community building in a university setting. Qualitative analysis of a learning space that employed the use of roundtables was conducted. Interview and focus group data from students and faculty, along with classroom observations, resulted in the finding that the circular arrangement of the learning space positively influenced community building by promoting immediate exchange of feedback, agency, and a system of accountability. This study also found that: 1) both physical and virtual learning spaces influence community building and students' level of involvement in the learning community is heavily moderated by their desire to be involved, and 2) virtual learning spaces influence community building and students' level of involvement in the learning community is heavily moderated by instructor efforts to facilitate interpersonal immediacy and educational alliances. Practical recommendations for instructors and administrators along with suggestions for future research are provided. [ABSTRACT FROM AUTHOR]

The use of digital audio-based learning applications in classrooms is increasing. Thus, instructional technology professionals need to become more skilled in designing and developing these apps. To succeed in the future learning process, students studying instructional technology need to have mastered these skills. This study aims to examine the impact of a specialized platform proposed to cultivate students' skills in easily designing and producing online educational talking books (online ETBs). To improve the target abilities, we developed a new specialized platform as a web-based system for this investigation that includes several innovative tools and special learning content. The research design used was quasi-experimental. Thirty-two undergraduate students majoring in instructional technology who were in the third grade examined the proposed platform. With the pre-and post-test design, all participants were placed into one group. Three online instruments were used to gather the data: a performance observation card; a product evaluation card; and a usability questionnaire. According to the results, the suggested platform considerably increased the practical skills required to design and create an online ETB. Additionally, the proposed platform positively impacted the production of online ETB products with an acceptable proficiency level across various educational subjects. The customized platform has also proven to be a comfortable learning environment for the participating instructional technology students. This platform may be utilized as an ICT teaching tool to enhance instructional technology departments as it is appropriate for constructing online ETBs in various educational areas without coding barriers. [ABSTRACT FROM AUTHOR]

Successful comprehension is only possible when children draw inferences about ideas implicit or missing in discourse. Supporting inference-making with explicit instruction must start early given its importance in comprehension and knowledge development. However, students who experience difficulties with early reading skills often do not receive adequate instructional support for inference-making because oftentimes inference-making is taught in the context of written texts. In this article, we describe the potential of using video-based technology in teaching inference-making in young students who experience difficulties in early reading skills. First, we discuss why inference-making is crucial for comprehension and elaborate on a theoretical framework that addresses how video-based technology can support inference-making independent of basic reading skills. Next, we share our experiences designing web-based software featuring interactive videos. Finally, we describe how teachers can design their own inference instruction using video-based technology to support young students with difficulties in comprehension and basic reading skills. [ABSTRACT FROM AUTHOR]

With artificial intelligence technologies disrupting status quo of many technologically advanced national economies, educators should face the challenge to harness their potentials without risks to learners. This exploratory mixed-method study aims to add to the growing volume of research that focuses on educators' attitude towards AI, their views on its applicability in education and necessity to develop AI competences. The research involved 132 in-service and pre-service educators who completed a questionnaire; nine of the participants also took part in follow-up interviews. The results revealed that the majority of educators perceive AI as a promising and useful tool, albeit sometimes complex, risky and not very smart. Most educators report low level of competence and infrequent usage of AI but readiness to undergo training. The research findings speak for the urgent need to design and implement professional development and teacher training courses that debunk myths about AI and build practical skills for applying AI affordances in all levels of education. [ABSTRACT FROM AUTHOR]

Education and training are crucial components of society's ever-changing nature, and having a strong understanding of curriculum literacy is necessary for trainers in adult education to successfully execute curriculum. Similarly, effective use and integration of digital technologies into educational settings is a necessary skill for trainers. These competencies are critical for K-12 and higher education educators, as well as for adult education trainers who guide the learning process in line with their assigned program. In this study, we have investigated the relationship between trainers' perceived competence in curricular literacy (CL) and their use of digital technologies in education (DTUE). This study employed a descriptive survey methodology to gather data from a total of 628 individuals. The average age of the participants was 41.7 years, and they were all employed at a lifelong learning institution in Türkiye. MANOVA and correlation analysis were executed. We examined whether there were any differences in the trainers' perceived CL and DTUE levels based on the specified variables. The results revealed a positive and weak correlation between trainers' perceived curriculum literacy levels and their use of digital technology. Also, the trainers without prior formal pedagogical training had significantly lower scores in CL and DTUE compared to the trainers who had either graduated from the Faculty of Education or earned a pedagogical formation certificate. [ABSTRACT FROM AUTHOR]

Using the Collaborative Online International Learning (COIL) model, social work students based in three different countries (U.S. China, U.K.) were invited to participate in intercultural discussions about the development of the welfare systems in these countries. The discussion forum and COIL activities were conducted using synchronous virtual meetings via Zoom which were referred to as ‘virtual cocktail parties.’ Fifteen synchronous sessions were offered, and a total of 91 students participated in the COIL classes. This endeavor aims to enhance students’ utilization of a peer learning format for intercultural effectiveness, thereby fostering a deeper and more comprehensive understanding of the intricate aspects of social work practice. Through discussions with their peers in different countries, social work students recognized how, interculturally, they were impacted by social problems and professional situations. Learners also reflected, dialogued, and shared in contexts marked by cultural diversity. COIL appears to encourage students to develop a sense of global citizenship, fostering a deeper understanding of their roles and responsibilities in an interconnected world. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) has been rapidly developing, both in the education field and beyond, in recent years. Due to this fast-paced nature, special education teachers may not be aware of the availability of AI that could be pertinent to their practice. In this manuscript, five AI platforms that are readily available for special education teachers to access are explored. AI platform details including pricing, functionality, and feature options are provided for each. Suggestions for how each AI platform can be utilized by special education teachers within their practice is conveyed. Overall implications regarding AI integration, usage, and ethical considerations in special education practice are discussed. [ABSTRACT FROM AUTHOR]

Becoming proficient in scientific discourse such as argumentation or developing explanations can be challenging for students, including neurodivergent students (e.g., autistic students, students with learning disabilities, students with ADHD). Students need to practice developing arguments and explanations as well as sharing their conclusions with others; however, these opportunities do not regularly occur. The use of multimedia technology shows promise in being an engaging and effective way to support student learning and discussion of science topics and phenomena. This study investigated the use of a multimedia presentation called Dialogic Instruction for Argumentative Learning in Science (DIALS) in supporting upper-elementary neurodivergent students to provide complete responses to science questions. DIALS provides a structured inquiry investigation to the student in which they learn about a phenomenon through completing scaffolded animated experiments, explicitly learning how to develop an argument and respond to others conclusions, and learning relevant content information to support their argument and explanation development. An adapted alternating treatments design approach was used in this study. The phenomena explored were counterbalanced between three options: DIALS, PowerPoint comparison lessons, or control probe slides. Results from this study show promise in the use of DIALS in enhancing student complete responding to questions and providing quality claims for why they think phenomena occur. Implications for the findings are discussed. [ABSTRACT FROM AUTHOR]

This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Designing rigorous studies to identify technology-based interventions to improve K-12 student reading skills require intervention researchers to take a "road less traveled." This chapter presents that road using the Knowledge Acquisition and Transformation Expansions (KATE) intervention as a case study. An early version of KATE has shown positive, meaningful, and statistically significant effects on five dimensions of student reading comprehension skills in previous rigorous research with diverse samples. As a result, a new rigorous study of KATE is being designed to answer the question, can KATE replicate or improve on the positive effects in previous research at scale in 64 schools, 384 teachers, and 8448 students across multiple districts and states? Accurately answering this question requires thoughtful planning, designing, and recruiting with attention to Evidence Synthesis Clearinghouses review standards. Study results may be reviewed, rated, and publicly disseminated by these Clearinghouses beyond just peer-review journals. [ABSTRACT FROM AUTHOR]

The article provides health-system pharmacists an overview of Generation Alpha preferences and potential strategies for engagement during patient education. Topics discussed include characteristics of Generation Alpha, importance of understanding generational differences for health-system pharmacists, and possible impact of failing to incorporate technology and gamification into patient education for a Generation Alpha patient.

This research critically examines the imperative of systematically training Educational Therapists for optimal educational technology integration within the Dyslexia Association of Singapore's (DAS) Main Literacy Programme, accelerated by the COVID-19 pandemic's shift to remote learning. Employing a multifaceted approach, including surveys, observations, focus groups, and interviews, the study identifies seven principal performance issues among therapists, categorizing them into skills, knowledge, and attitude. Recommendations for targeted training efforts offer actionable insights for DAS management, acknowledging the intentional exclusion of student voices in this phase. Future research will address this limitation by exploring student perspectives post-implementation of interventions for teachers, aiming for a comprehensive understanding of technology's impact on the learning environment. The study's limitations encompass a specific sample (DAS Educational Therapists) and setting, potentially restricting generalisability. However, the proposed Integrated Model and solutions may prove adaptable to diverse educational contexts. The research design, employing varied data collection methods, mitigates response bias concerns, enhancing the authenticity of findings. Time constraints impact the study's depth, warranting future longitudinal investigations. The absence of student perspectives regarding technology's impact and learning goals is acknowledged, prompting future research directions. While providing valuable insights into DAS Educational Therapists' needs, this study advocates for future endeavors that include student perspectives, exploring the effectiveness of interventions post-teacher training. The Integrated Model can serve as a foundation for broader applications in diverse educational settings, contributing to industry-wide best practices. Longitudinal studies are proposed to capture evolving attitudes and practices, offering a nuanced understanding of technology integration's dynamic nature in educational settings. Future research should prioritise student engagement, ensuring a holistic exploration of technology's impact on learning outcomes across diverse educational landscapes. [ABSTRACT FROM AUTHOR]

COVID-19 led college and university faculty to quickly shift courses online. With this shift came concerns regarding educational quality; thus, many faculty opted or were encouraged to offer synchronous and/or hybrid online courses in Fall 2020 and Spring 2021. This led faculty to consider relying on webcams to engage students. Anecdotal and scholarly perspectives overwhelming called for faculty to not require webcams in synchronous and/or hybrid online classes due to student privacy concerns, stress/anxiety, lack of technological access, overlapping family responsibilities, and poor internet connections. However, faculty were left with a tough choice to require or not require webcams, as webcams are a primary means to engage students in online synchronous and/or hybrid courses. Thus, this study examined students' motivations behind turning on or off webcams during online synchronous and/or hybrid courses via the lens of self-determination theory (SDT). Data were collected via an online open-ended survey where participants reported their webcam usage and motivations during a recent synchronous and/or hybrid online course. Results indicated students were most motivated by needs for autonomy and relatedness but less motivated by needs for competence and extrinsic motivators in choosing to use webcams. [ABSTRACT FROM AUTHOR]

A study on the digital wisdom of primary school teachers in Penang, Malaysia was conducted with 372 participants. A research questionnaire was used to collect data, and the findings suggest that most teachers moderately practice digital wisdom in their classrooms. The study also found that digital status has a significant but weak relationship with digital wisdom, while age has a significant and moderate relationship with it. However, there is no significant relationship between school location and gender with the practice of digital wisdom. Experience has a significant and moderate relationship with digital wisdom, while education level has no relationship. Overall, the results provide insights into teachers’ digital wisdom levels and how they relate to demographic profiles. [ABSTRACT FROM AUTHOR]

To identify and describe the aims, methodological approaches, and major findings of studies on the use of STT among secondary pupils (age 12–18) with learning difficulties published from January 2000 to April 2022. This scoping review includes empirical studies published in peer-reviewed journals and grey literature between January 2000 and April 2022. Searches were conducted in April 2022 in three databases: ERIC, PsycINFO and Scopus. In addition, related reviews were manually screened for relevant papers. Eight peer-revied studies and five publications of grey literature were found to meet the inclusion criteria; two studies employed experimental designs, four employed quasi-experimental designs and seven employed explorative designs. Six studies described STT as an assistive technology (a compensatory aid for poor writing performance); two assessed STT as an instructional technology to determine whether it improves overall writing and related skills (e.g., reading). Results suggest that STT may increase pupils' abilities to produce texts with fewer errors, provide help with spelling and improve reading comprehension and word recognition. To date, there is a paucity of high-quality research on the use of STT among adolescents with LD. The scoping review shows that very little research has been conducted on the use of STT for adolescents with learning difficulties in secondary education. Findings from the studies identified five areas of interest: writing related skills, text assessment, writing processes, accuracy of the technology, and participants' experiences. Findings indicate that writing performance among students with learning difficulties improves when using STT. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. There is a great need for more robust research on the use of speech-to-text technology (STT) in educational settings, especially on its effect on writing skills Studies describe STT as either an assistive (a compensatory aid for poor writing performance) or instructional technology (aiming to improve learning in general). It is important that practitioners are aware of the different aims and possible consequences of introducing STT to learners with writing difficulties. STT provides both opportunities and challenges for writers with learning difficulties in secondary education. Findings indicate that writing performance among students with learning difficulties improves when using STT, yet inaccuracy of the technology was presented as one of the main challenges. Parents, teachers, and pupils report positive experiences with the technology, particularly for students with severe reading and writing difficulties. [ABSTRACT FROM AUTHOR]

Professional organizations and researchers in the field of instructional design and technology (IDT) have attempted to identify the competencies that IDT professionals should possess using a variety of methods, including a job announcement analysis, surveys, and interviews. While most of the previous studies identified the IDT competences based on practitioners' perspectives or the content of job announcements or program websites, this study examined leading scholars' perspectives on the IDT competencies, curriculum, research, and the current state and the future directions of the IDT field. Qualitative data were collected from semi-structured interviews with 21 scholars from 16 US universities who had considerable teaching experience in the IDT field. The results revealed ways to improve the IDT curriculum in addition to six core competencies for IDT professionals. Further, five themes related to research in the IDT field were identified, and seven themes related to the future directions of the field were identified. The results of the study provide faculty, researchers, and practitioners in the IDT field with unique insights on how to improve IDT programs to better prepare students for the future in this rapidly changing world. [ABSTRACT FROM AUTHOR]

This paper reviews the state-of-art articles on instructional technologies for hospitality and tourism education. The types of technologies, roles in instruction, theoretical underpinnings, assessments, benefits, and challenges are synthesized. Education context, knowledge, skills, and attitudes developed through instructional technologies are also explored. Virtual reality, virtual games, social media, online courses, and simulations have been primarily used. Instructional technologies were applied to facilitate content delivery, practice, communication, assessments, feedback, and authentic learning experiences. Most studies did not ground their educational technologies in defensible learning theories. Only a limited number of studies employed adoption theories to examine the intention of using technologies. Further studies should investigate whether certain instructional technologies provide significant benefits to learning relative to their costs. [ABSTRACT FROM AUTHOR]

Copyright of HETS Online Journal is the property of Hispanic Educational Technology Services, Inc. (HETS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study uses the lens of Robert Gagne's nine events of instruction and the flipped classroom approach to construct a proposed educational module to teach the instructional technology course for preservice teachers at Al Ain University in UAE. The content was broken down into small parts and presented to students through videos and interactive learning exercises. A quasi-experiment was conducted to study the designed module's effectiveness. The sample involved two groups of 50 female postgraduates from different fields of specialization. The experimental group students were taught through the implementation of the flipped microlearning module, while the control group was taught the same way, except that the educational content was conveyed without chunking. The researcher collected data by administering an achievement test and using the UTAUT questionnaire to determine student acceptance of the module. The result of the ANCOVA test revealed the existence of a substantial difference between the two groups, as f reached 4.427 in favor of the experimental group, with a significance level of 0.038. The questionnaire findings indicated high student acceptance of the module. The findings are of great importance for educational policy and curriculum designers and highlight the advantages of this module in enhancing student performance in different specialist fields. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is an innovative technology that is rapidly gaining popularity in and out of the classroom. With improvements in hardware and software technology and the push for one-to-one computing, teachers have access to innovative VR supports and resources. These innovative technologies have the potential to improve instruction for diverse learners in today's classroom, particularly students with identified disabilities. VR, as an interactive and visual tool, provides teachers with the ability to support and enhance traditional classroom materials for students, particularly those with disabilities. However, teacher time is often compromised and finding new technology can be daunting. This article intends to assist educators in utilizing VR in the classroom, with minimal effort and money. Using a detailed vignette, we guide the reader through a detailed example of how VR apps can be located and implemented for students with disabilities who struggle with motivation and engagement through experiential learning. Finally, we offer additional apps and their delivery devices as a starting point for teachers to begin creating more immersive and interactive content through VR technology. [ABSTRACT FROM AUTHOR]

The use of digital audio-based learning applications in classrooms is increasing. Thus, instructional technology professionals need to become more skilled in designing and developing these apps. To succeed in the future learning process, students studying instructional technology need to have mastered these skills. This study aims to examine the impact of a specialized platform proposed to cultivate students’ skills in easily designing and producing online educational talking books (online ETBs). To improve the target abilities, we developed a new specialized platform as a web-based system for this investigation that includes several innovative tools and special learning content. The research design used was quasi-experimental. Thirty-two undergraduate students majoring in instructional technology who were in the third grade examined the proposed platform. With the pre-and post-test design, all participants were placed into one group. Three online instruments were used to gather the data: a performance observation card; a product evaluation card; and a usability questionnaire. According to the results, the suggested platform considerably increased the practical skills required to design and create an online ETB. Additionally, the proposed platform positively impacted the production of online ETB products with an acceptable proficiency level across various educational subjects. The customized platform has also proven to be a comfortable learning environment for the participating instructional technology students. This platform may be utilized as an ICT teaching tool to enhance instructional technology departments as it is appropriate for constructing online ETBs in various educational areas without coding barriers.

This article argues that consumer-oriented machine translation software applications are disrupting foreign language education. In order to mitigate this impact, the article provides guidance on how to transform teachers’ perceptions of online translators. This process is a critical precondition for the gradual and thoughtful implementation of online translators in the foreign language classroom. The first part of the articles will define the concept of disruption and use the pocket calculator as an historical example to illustrate challenges and solutions for an educational setting that was fundamentally impacted by a new technology. The second part will turn to the present and focus on the impact of online translators not only on ways humans communicate across languages in authentic real-world settings, but also on the foreign language classroom. In the third part, we will argue that a careful recalibration of educational objectives that will have to include the students’ ability to engage effectively in tasks that rely on human-machine collaboration will provide an opportunity to integrate online translators and related technologies into foreign language curricula. To this end, we propose that future generations of language learners need to develop specific competencies that will qualify them to effectively collaborate with online translators and related technologies. The conclusion will outline future leadership priorities for professional organizations and teacher training programs while acknowledging the limitations associated with the integration of the machine translation technologies into language learning environments.

The field of instructional technology has experienced significant growth in recent times. Due to the rapid shift towards online courses, the technology-based learning system is facing challenges in ensuring quality and assurance. The aim of this study was to develop online course evaluation tools by proposing a new algorithm to assess the success of the provided online courses and address quality assurance issues. The proposed algorithm is based on quality matters (QM) attributes and the use of fuzzy soft expert sets (FSESs). One key advantage of the proposed algorithm is that it incorporates experts' opinions, which significantly contributes to achieving the study objective. The proposed algorithm was successfully implemented using the ASP.NET programming language. It resulted in the development of an EOC-FSES prototype system. The experimental evaluation of the prototype system confirms that it requires low effort and achieves high levels of performance, satisfaction, and behavioral intention to use. This paper includes several recommendations and suggestions. [ABSTRACT FROM AUTHOR]

Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized learning opportunities. The Goal Setting Challenge (GSC) App was developed to provide a technology-based instructional approach to support developing self-determination. The purpose of this single-case study was to evaluate the impact of the GSC App on self-determination knowledge outcomes for students with disabilities and explore the feasibility of students' use of the App in transition planning over an academic semester. Results were significantly impacted due to the COVID-19 pandemic; however, this created opportunities to explore feasibility during in-person instruction and the unprecedented shift to remote learning. Findings suggest mixed results related to outcomes for student use and feasibility but suggest the possibility of the App providing a student-friendly means for engaging in self-determination instruction during in-person and remote instruction. Limitations and implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper discusses the design and implementation of the H5P image hotspots and describes additional use cases for library instruction in order to teach learners from across the country on how different spaces can be used to create private, accessible areas where patrons can conduct telehealth appointments. The Network of the National Library of Medicine created an online class using H5P image hotspots to allow learners to virtually explore a physical space. The class used Moodle, an open-source learning platform, and H5P image hotspots to demonstrate how libraries implemented telehealth programs. [ABSTRACT FROM AUTHOR]

Recent literature justifies the use of virtual learning in supporting middle-grades students' mathematical knowledge development and emphasizes the critical role of motivation in learning (Lo & Hew, 2020; Murphy et al., 2020; Spitzer & Musslick, 2021). Intrinsic and extrinsic motivation both play a role in learning for middle-grades students, but the specific impacts of both for the online setting are not heavily studied in this population outside the classroom (Edwards et al., 2017; Ryan & Deci, 2020; Wilkie & Sullivan, 2018). To fill the gap in the literature, in this study, we designed and implemented a 12-week Voluntary Independent Virtual Mathematics Program (VIVMP) to improve middle-grades students' mathematical knowledge while also investigating students' motivation for virtual learning. The intent of the intervention program was to review concepts taught in school and help students reinforce mathematical knowledge. Each week, students were engaged with custom-made screencasts on grade-specific mathematical topics and completed a virtual practice assignment. To investigate student motivation regarding their interest in learning mathematics and being engaged with the VIVMP, students completed identical pre- and post-program surveys. Data from the pre- and post-surveys were analyzed using the Wilcoxon Signed-Rank Test with SPSS. Participants were interviewed on their experience with the program and their motivation for learning mathematics in the VIVMP. Students' motivation was analyzed regarding Ryan and Deci's Self-Determination Theory (2020) to understand its role in online learning for middle-grades mathematics students. Students' mathematical knowledge scores demonstrated that they performed moderately well after viewing the screencasts. [ABSTRACT FROM AUTHOR]

Dressing is an important skill for students with developmental disabilities, so they rely less on caregivers and build independence. Research evaluating dressing skills instruction commonly uses some type of graduated guidance to teach the skill. In this study, three students receiving special education services under autism eligibility had already received instruction on dressing skills using graduated guidance. Although this procedure was enough to teach the dressing steps (including putting on the clothing), it was not sufficient in teaching the student to put on the clothing with the correct orientation. Thus, these students walked out of the bathroom wearing clothes that were inside out and/or backward. We placed a 12-cm red stimulus prompt on the target clothing item and evaluated the effects on correct dressing orientation for these three students using a multiple probe design. For all three students, the stimulus prompt increased accuracy, and for two participants, accuracy was maintained. For the two students who maintained the skill, we systematically faded the tag, and they maintained perfect dressing orientation. [ABSTRACT FROM AUTHOR]

This study evaluates a Massive Open Online Course (MOOC) on Emergency Medicine designed by iEM Education Project and Lecturio, using a validated checklist to assess its usability and user experience. The MOOC received a high score for cognitive connection (>4/5), in four components including interactivity, content and resources, media use, and instructional assessment. However, for learner guidance and support, the score was 2.75/5, indicating that the course did not provide clear instructions on how learners can get support or feedback from teachers when encountering problems in the course. For affective and functional connections, all components received a high overall mean score of more than 4/5. The course was impactful to the users who were in their early clinical years, as they were actively engaged and were motivated to complete the course. However, improvements should be made to better stimulate learning by improving learner feedback and providing space for collaborative learning online. Evaluation of MOOC applying the heuristics of usability and user experience identifies specific components of online learning course apart from rating the severity of acceptance or violation of instructional design principles. The information derived from usability and user experience studies can improve design and delivery of online courses. [ABSTRACT FROM AUTHOR]

High levels of self-regulation and attentional management are essential to skilled writing. Many students with disabilities struggle with the demands of expressing their ideas through writing. The act of high-quality composition requires close attention and management of the entire writing process: planning, composing, and revising. Many students with disabilities struggle to employ the needed self-regulation strategies that are required throughout the writing process. As a result, they generally possess poorer self-regulated writing strategies compared to skilled writers. This article will describe how digital tools can support various aspects of self-regulation within the writing process. When paired with explicit instruction, teachers can use the digital tools provided in this article to deliver effective, self-regulated writing instruction. [ABSTRACT FROM AUTHOR]

This paper aimed to reveal trends in doctoral dissertations produced in Türkiye in science education using instructional technologies. Ninety-five doctoral dissertations were included in the study, carried out in a document review design between 2010-2022. As a result, the most used educational technologies was STEM. The most studied science topics were socio-scientific issues. Dissertations mainly focused on academic achievement, attitude, and perception variables. The most used method was the mixed research methods. As a result of the analysis, it was determined that content analysis and t-tests were used most frequently, secondary school students were often studied in dissertations, and purposive sampling was preferred. [ABSTRACT FROM AUTHOR]

A name for the field of instructional technology has long been debated. Terms such as learning design, educational technology, instructional systems design and learning systems have been used to describe the field over the past 100 years. With an exploration of the history of the field, this article rebrands the field as Knowledge Systems Design (KSD). Whether it is a knowledge of skills or concepts, knowledge is the end goal of all instruction. Systems are the processes through which knowledge is transferred to the learner. The learning processes necessary for knowledge creation must be carefully designed. Together, these three terms provide a description for an ever-changing field that transcends time and fully encompasses the transfer of knowledge in any setting. [ABSTRACT FROM AUTHOR]

Educators and course designers may face great hurdles when designing courses if they include an online setting. Instructional design (ID) has played a vital role as a change agent in facilitating the pedagogical and technological transformation of educators and students. However, some instructors still find ID challenging and there are information gaps regarding instructional design models, categories, educational context, and recommendations for future work. This systematic literature review (SLR) analyzed 31 publications using PRISMA to address this gap. The results of this review suggest combining ID models with broader theoretical frameworks. Investigations and research on ID should include a bigger number of ID types. It is highly recommended that extra frameworks be added to the ID procedure. To explore and grasp all parties engaged in ID, including the role of the instructor, the ID designer, and the student, it is important for additional educational contexts to be amalgamated. For novices in the field, such as graduate students, it is crucial to pay close attention to the several phases and techniques of ID. This review sheds light on the trends, future agenda, and research requirements associated with ID in educational settings. It might serve as a basis for future research on ID in educational contexts.

The study examined effect of computer graphics instructional mode on senior secondary school students' achievement in civic education. Three null hypotheses were drawn to guide the study. The study adopted a pre-test, post-test, control group quasi-experimental design. Purposive sampling techniques was used to select the sample size of 110 participants of two intact classes that form the control and experimental groups. The instruments used for data collection was an adopted Civic Education Achievement Test (CEAT). Data collected were statistically analyzed with Mean and Standard Deviation, Analysis of Covariance (ANCOVA) and T-test at 0.5 significant level. Finding from the study revealed that: there was significant difference in the pre-test and post- test mean score of students exposed to computer graphics instructional mode and those exposed to expository method (F 1,110 =52.743,df =1, P< 0.05 and sig =.000); there was significant difference between the academic achievements of students taught using computer graphics instructional mode and those taught using the expository method (Means 15.69, SD =1.701, t = 18.499, df = 108, p 0.000) and there was no significant difference between academic achievement of male and female students taught or exposed to computer graphics instructional mode (mean =15.53, SD = 1.778), t = 0.617,df = 56, p .538). Based on the findings it was recommended that computer graphics instructional mode should be used for teaching at secondary school.

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.