Relevant bibliographies by topics / Teachers' integration of technology in teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers' integration of technology in teaching'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Teachers' integration of technology in teaching"

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Baporikar, Neeta. "Technology Integration and Innovation during Reflective Teaching." International Journal of Information and Communication Technology Education 12, no. 2 (2016): 14–22. http://dx.doi.org/10.4018/ijicte.2016040102.

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With emerging innovations, the use of technology tools to make learning process effective is foreseeable. Hence, appropriate incorporation of technology can make a valuable contribution to the learning and undoubtedly reflection is core to learning. With today's twenty-first century learners, it is important that educators advocate integrating twenty-first century skills into their reflection activities. In Ray and Coulter's study (2008) on the use of blogs by teachers for reflective purposes, the authors conclude that “Teachers would benefit from combining the skills of technology and reflect
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Khalikova, Dilafruz, and Gulkhayo Yuldasheva. "DEFINITION OF TECHNOLOGY AND TECHNOLOGY INTEGRATION." MODERN SCIENCE AND RESEARCH 3, no. 1 (2024): 302–5. https://doi.org/10.5281/zenodo.10531455.

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<em>Use of Technology in English Language Class Technology is an effective tool for learners. Learners must use technology as a significant part of their learning process. Teachers should model the use of technology to support the curriculum so that learners can increase the true use of technology in learning their language skills. Teachers should find methods of applying technology as a useful learning instrument for their learners although they have not learnt technology and are not able to use it like a computer expert. The application of technology has considerably changed English teaching
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Triplett, William J. "Impact of Technology Integration in STEM Education." Cybersecurity and Innovative Technology Journal 1, no. 1 (2023): 16–22. http://dx.doi.org/10.53889/citj.v1i1.295.

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The challenge of preparing students for technology has prompted educators to increase technology in public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in classrooms. To understand teachers’ conceptions of technology integration, this research study explored definitions and importance of STEM education in technology and individuals’ attitudes toward incorporating technology int teac
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Renu, Singh. "Barriers of technology integration in teaching English." International Journal of Academic Research in Business, Arts & Science ( IJARBAS.COM ) 2, no. 2 (2019): 24–37. https://doi.org/10.5281/zenodo.3364752.

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The study presents an exploratory perspective on barriers to technology integration in teaching English at school. The aim of this qualitative study was to explore the EFL teachers&rsquo; perceptions of possible barriers of technology integration in teaching at school. The data collected from ten EFL teachers through semi-structured interview were analyzed thematically to explore the perceived barriers of technology integration. The major finding of the study revealed the fact that EFL teachers are ready to integrate technology but they feel challenged due to some external factors such as insu
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Nurwahidah, Nurwahidah, Sulfasyah Sulfasyah, and Rukli Rukli. "Investigating Grade Five Teachers’ Integration of Technology in Teaching Reading Comprehension Using the TPACK Framework." Journal of Language Teaching and Research 14, no. 4 (2023): 927–32. http://dx.doi.org/10.17507/jltr.1404.09.

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Integrating technology effectively in the classroom is essential to ensure a beneficial learning experience for students. This study aimed to investigate teachers' integration of technology when teaching reading comprehension and the factors influencing their integration. The teachers' technology integration was assessed using the TPACK framework's lens. The research method used was a qualitative approach. In this study, two fifth-grade teachers in Barru Regency, South Sulawesi Province, Indonesia, became the research subjects. The data was collected by class observation, interview, and docume
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Nogaibayeva, Akmarzhan A., Adem Ozkan, Ahmet Yildiztas, and Mehmet Tas. "Exploring Teachers’ View on Technology and a Sustainable Adoption Framework in Language Teaching and Learning: A Systematic Review." Journal of Curriculum and Teaching 13, no. 4 (2024): 93. http://dx.doi.org/10.5430/jct.v13n4p93.

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This systematic review investigates teachers' viewpoints on technology integration in language teaching and learning, focusing on developing a sustainable adoption framework. Using the PRISMA framework, 225 peer-reviewed articles were initially selected, and 35 articles were finally included as they specifically addressed teachers' attitudes towards technology. Noteworthy findings reveal that 90% of these articles reflect positive perceptions among teachers, indicating a belief in technology's potential to enhance learning and teaching. However, despite this optimism, approximately 90% of thos
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Çoklar, Ahmet Naci, and Işıl Kabakçı Yurdakul. "Technology Integration Experiences of Teachers." Discourse and Communication for Sustainable Education 8, no. 1 (2017): 19–31. http://dx.doi.org/10.1515/dcse-2017-0002.

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AbstractTeachers are important providers of educational sustainability. Teachers’ ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers’ technology integration experiences in the course of learning and teaching processes. In doing so, qualitative research methods have been applied. The participants of the study were four teachers of different subject fields who work at a public secondary school in 2015–2016 school years and regard themselves as competent i
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Nkosi, Praygod Bonginkosi, and Sylvia Manto Ramaligela. "The Use of Educational Technologies for Creative Teaching in South African Technology Classrooms : A Social Constructivist Approach." Jurnal Paedagogy 12, no. 2 (2025): 252. https://doi.org/10.33394/jp.v12i2.14886.

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This study aims to explores how Technology teachers enhance their Creative Teaching Skills by integrating Educational Technologies into their classroom practices. This study followed a qualitative research approach where a case of seven teachers enrolled for honours degree were sampled. Qualitative thematic analysis was used for the data which was collected through non-participatory observation. Through a Social Constructivism frame, the findings of this study indicate that through the planning and presentation of several lessons, the teachers showed great improvement in the integration of Edu
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Li, Yi, Qiu Wang, and Jing Lei. "Exploring Technology Professional Development Needs of Digital Immigrant Teachers and Digital Native Teachers in China." International Journal of Information and Communication Technology Education 16, no. 3 (2020): 15–29. http://dx.doi.org/10.4018/ijicte.2020070102.

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This study examined if professional development needs of digital natives and immigrant teachers differed for technology integration in a Chinese education setting. Quantitative and qualitative data was collected from 500 teachers at six schools in China. The digital native teachers and immigrant teachers were compared in terms of their different technology use behaviors and integration skills. The findings indicated that even though the digital native teachers had greater comfort with basic technology than the digital immigrant teachers, they still required training for effective integration o
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Gcabashe, Nduduzo Brian. "Experiences of integrating technology during teaching practice: A case of business studies student teachers in South Africa." International Journal of Business Ecosystem & Strategy (2687-2293) 6, no. 6 (2024): 148–57. https://doi.org/10.36096/ijbes.v6i6.683.

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In South Africa, there is a pressing need to produce teachers who can integrate technology in teaching and learning. Therefore, this qualitative study explores business studies student teachers’ experiences of integrating technology during teaching practice. This study is located within the interpretive paradigm and an exploratory case study is adopted as its research design. TPACK framework serves as the lens used to understand the experiences of six student teachers who were sampled purposefully. Data collected through focus group interviews were analysed thematically. The study revealed tha
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Dissertations / Theses on the topic "Teachers' integration of technology in teaching"

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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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Hovland, Jana A. "Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478697136860537.

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Coward-Vaughn, Valerie. "Elementary Teachers' Experiences Integrating Technology with Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4915.

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Elementary educators at the urban elementary school in this study struggled with technology-enhanced literacy pedagogy to increase student success. The purpose of this case study was to examine the extent to which educators built relationships between technology and teaching to improve student success. The study was guided by Venkatesh's unified theory of acceptance which was used to examine how educators accept and use technology in literacy instruction. The research questions examined teachers' perceptions of how they can build better relationships with technology and teaching to enhance stu
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Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.

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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.<br>The six teachers participating in this study completed question
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Anglin, Marie Simone. "Technology Integration by General Education Teachers of English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4267.

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There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female p
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Sjönvall, Josefin. "Interactive Whiteboards : English teachers’ integration of the IWB in English Language Teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43386.

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The interactive whiteboard is a fairly recent technical device, which has become an increasingly important teaching aid. The interactive whiteboard is supposed to have a positive impact on English Language Teaching, due to its interactivity and the unlimited opportunities it creates for language teaching. However, findings still show that the interactive whiteboard is used more as a traditional whiteboard to write and show information on rather than as an interactive teaching and learning device. This study seeks to investigate English language teachers’ integration of the IWB in ELT. A qualit
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Waseela, Aminath. "Teachers' TPACK and technology integration in teaching and learning: A case study in the Maldives." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230501/1/Aminath_Waseela_Thesis.pdf.

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This explanatory mixed-method study investigated Maldivian lower secondary teachers' TPACK perceptions and integration of digital technologies in their classrooms. Data gathered using surveys (n=485), interviews, and document artefacts showed that teachers had a high perception of the TPACK constructs and mostly adopted digital technologies for teacher-centred pedagogical practices of knowledge transmission that supported lower-order cognitive goals. Several contextual factors influenced their technology integration efforts. Based on the findings, a model for teachers' integration of digital t
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Baron, Elizabeth Mary. "The role of teacher cognition in the integration of technology into English teaching: a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003637.

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Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognit
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Southall, Sarah Parker. "DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2824.

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The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media and spend a great deal of time engaging with digital devices. Factors that could impact changes in these participants’ technology integration self-efficacy beliefs were also analyzed. This study used pre- and post-surveys, face-to-face interviews with
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Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16079/3/Kin_Ping_Leung_Thesis.pdf.

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This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly duri
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Books on the topic "Teachers' integration of technology in teaching"

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1961-, Galin Jeffrey R., Latchaw Joan 1944-, and National Council of Teachers of English., eds. The dialogic classroom: Teachers integrating computer technology, pedagogy, and research. National Council of Teachers of English, 1998.

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B, Shelly Gary, ed. Teachers discovering computers: Integrating technology and digital media in the classroom. 5th ed. Thomson/Course Technology, 2008.

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Tim, Carrigan, Robinson Toni, and Sunburst Visual Media, eds. Integrating computers in the classroom. Sunburst Visual Media, 2004.

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Starchenko, Sergey, and Aleksandr Skryabin. Methods of teaching biophysics at school. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2122901.

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The textbook presents the scientific and methodological experience of teaching biophysics at school. The authors, relying on the theory of integration of the content of natural science education, reveal the didactic synthesis of physics and biology. The methodological features of teaching the academic subject "Biophysics" are revealed. The directions of the synthesis of physical and biological educational material at the level of specialized education at school are shown. The structure, content, curriculum, thematic planning, and requirements for the assimilation of knowledge of educational ma
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Vedanayagam, E. G. Teaching Technology for College Teachers. Stosius Inc/Advent Books Division, 1988.

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Thorsen, Carolyn. TechTactics: Technology for teachers. 3rd ed. Pearson/Allyn and Bacon, 2009.

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Keengwe, Jared. Research perspectives and best practices in educational technology integration. Information Science Reference, 2013.

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Geoff, Day, Czerneda Julie 1955-, and Metropolitan Toronto School Board, eds. By design: Technology exploration and integration. Trifolium Books, 1996.

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Keengwe, Jared, Grace Onchwari, and Darrell Hucks. Literacy enrichment and technology integration in pre-service teacher education. Information Science Reference, 2014.

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Starchenko, Sergey. The basics of style didactics in a modern school. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1984074.

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The monograph examines the pedagogical aspects of the formation of the style of educational and cognitive activity of schoolchildren. The author suggests presenting styles of educational and cognitive activity in terms of integration of basic, specialized, additional and practice-oriented education in a specialized school from the standpoint of style didactics. The educational technology of personal-personal interaction of teaching and teaching based on the styles of educational and cognitive activity is described, while the natural-scientific, physical-mathematical and humanitarian styles of
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Book chapters on the topic "Teachers' integration of technology in teaching"

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Rackley, Robin, and Radhika Viruru. "Technology Integration and Preservice Teachers." In Teaching at Work. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-082-6_10.

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Tabach, Michal, and Jana Trgalová. "The Knowledge and Skills that Mathematics Teachers Need for ICT Integration: The Issue of Standards." In Technology in Mathematics Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19741-4_8.

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Sepula, Chikondi, and Clement Simuja. "Pre-service Teachers' Pedagogical Awareness of Technology Integration in the Classroom." In Global Perspectives on Teaching with Technology. Routledge, 2024. http://dx.doi.org/10.4324/9781003406631-7.

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Goos, Merrilyn. "Technology Integration in Secondary Mathematics: Enhancing the Professionalisation of Prospective Teachers." In Constructing Knowledge for Teaching Secondary Mathematics. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_13.

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Jita, Thuthukile, and Alice Dhliwayo. "Narratives of Teacher Educators on the Integration of Information and Communication Technologies to Prepare Pre-service Teachers in Specific Subjects." In Global Perspectives on Teaching with Technology. Routledge, 2024. http://dx.doi.org/10.4324/9781003406631-5.

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Djoub, Zineb. "Teachers' Attitudes Towards Technology Integration." In Fostering Reflective Teaching Practice in Pre-Service Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2963-7.ch004.

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As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, u
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Incikabi, Lutfi, and Hatice Sancar Tokmak. "Integrating Technology into Mathematics Teaching." In Research Perspectives and Best Practices in Educational Technology Integration. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2988-2.ch015.

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The relationships between content, pedagogy, and technology are important for teaching, yet complex for teachers. The idea of technological, pedagogical, and content knowledge (TPACK) has emerged in the educational technology field as a framework to explain the complexity of technology integration. In contrast to a simple view of technology, TPACK framework emphasizes the connections, interactions, affordances, and constraints of content, pedagogy, and technology. TPACK framework presents a way of thinking about effective technology integration. The preparation of teachers for effective techno
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Djoub, Zineb. "Teachers' Attitudes Towards Technology Integration." In TPACK. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch003.

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As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, u
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Andegherghis, Sina. "Technology and Traditional Teaching." In Cases on Educational Technology Integration in Urban Schools. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch019.

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Despite recent online learning inroads in schools, many professional educators and administrators remain hesitant, reluctant, and even resistant to teaching with technology. The cause of resistance to technology is often misinterpreted. Teachers do not resist the technology itself. Teachers resist what the technology may represent - change, confusion, loss of control, and impersonalization. As long as these concerns remain unaddressed, technology adoption in any organization will be an uphill battle.
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Feist, David, and Doug Reid. "Technology and Teaching." In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch004.

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Teachers at a technology diverse school explored ways to shift toward a more student- centered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student-centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non-linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help t
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Conference papers on the topic "Teachers' integration of technology in teaching"

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Pisarenko, Veronika, and Alexander Shepelev. "STREAM-TECHNOLOGY FOR DEVELOPMENT OF CRITICAL THINKING IN FOREIGN LANGUAGE TEACHING." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.90.

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Critical thinking skills are considered as a core competency development issue for future professionals who are preparing to carry out their professional activities in the context of information society and digitalization. It is believed that the role and specificity of critical thinking among future foreign language teachers has not been sufficiently explored. We consider it to be an innovative approach that implies a different understanding of the goals and implementation of the educational process and is related to the general trend of integration in the contemporary educational environment
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Teng, Yashan, and Fu Xie. "The deep integration of digital technology with teacher education and teaching within the TPACK framework in the digital intelligence era." In 2024 14th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2024. https://doi.org/10.1109/itme63426.2024.00129.

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Pribeanu, Costin, Gabriel Gorghiu, Vincentas Lamanauskas, and Violeta Slekiene. "USE OF MOBILE TECHNOLOGY IN THE TEACHING/LEARNING PROCESS - OPPORTUNITIES AND BARRIERS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-049.

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Nowadays, mobile devices are able to support a large diversity of tasks being used for communication, socialization, interaction, collaboration, sharing of information and resources. As already known, mobile phones became active parts of the lifestyle of many teachers and students. The powerful capabilities of mobile devices and the increasing number of educational applications opened new perspectives for the integration of cell phones in the classroom. Mobile learning provides various opportunities for teachers to increase students' motivation, individualize the teaching process, and extend i
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Ming, Li, Kuncharee Kakhai, and Yuwen Meng. "PROBLEMS AND COUNTERMEASURES OF DOUBLE-QUALIFIED TEACHER COMPETENCE IN VOCATIONAL COLLEGES - TAKING GUANGXI REGION AS AN EXAMPLE." In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/38fe1wk.

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With the rapid development of vocational education, how to improve the competence of double-qualified teachers in vocational colleges and improve the quality of vocational education is particularly important. In this study, 292 teachers from vocational colleges in Guangxi region are selected as research objects, and quantitative and qualitative research is carried out in seven aspects, such as teaching age, gender, education level, title, vocational qualification grade, double-qualified teacher qualification grade, and teaching profession, etc., to construct four dimensions of teacher's knowle
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Jita, Thuthukile, and Loyiso C. Jita. "A DESCRIPTIVE ANALYSIS OF PRESERVICE TEACHERS’ OPPORTUNITIES TO LEARN TO TEACH SCIENCE USING ICTS IN SOUTH AFRICA." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.81.

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Research suggests that there is not enough integration of Information and Communication Technologies (ICTs) into subject teaching by graduate teachers across a variety of school settings. This points in part to the inadequacy of preservice teacher preparation. Hence, this research explores the question of how preservice teachers develop the necessary competence to teach, particularly science subjects, using ICTs, by examining the opportunities to learn (OTLs) that are provided at three different South African universities. Keywords: ICT, opportunities to learn, preservice teachers, science tea
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Ramaila, Sam. "PROMOTING SELF-REGULATED LEARNING IN NATURAL SCIENCES TEACHING THROUGH TECHNOLOGY INTEGRATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end081.

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"The advent of the Fourth Industrial Revolution presents enormous opportunities for teachers to embrace digital transformation. The adoption of innovative pedagogical strategies is central to coherent development of scientific literacy in science classrooms. Coherent development of scientific literacy in science classrooms requires teachers as key agents of educational change to embrace pedagogic innovation. This study examined the role of technology integration as a sustainable means to promote self-regulated learning in Natural Sciences teaching in South African township schools. The study a
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Gurevich, Irina, Hana Stein, and Dvora Gorev. "FROM STUDENT-TEACHERS TO NOVICE TEACHERS: CHANGING ATTITUDES TOWARDS INTEGRATION OF TECHNOLOGY IN TEACHING MATHEMATICS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0388.

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Adebagbo, Adebowale, Lucas Ojo, and Ola-Michael Ojewunmi. "Teachers' Self-efficacy on Integration of Augmented Reality in Teaching-learning activities: Comparison among Selected Schools in Nigeria." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5007.

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Digital technology is redefining teaching-learning engagements and challenging the professional teachers to match the advancement; such is integration of augmented reality (AR) in education. Apparently, change often encounters reluctance to embrace it. As a lot of teachers still battle phobia for computer technologies, the integration of sophisticated AR could be a problem. No matter the challenges, reliable data could assist in planning towards mitigating the problems. Pertinently, self-efficacy data on teachers as stake holders are relevant to assist in planning, to maximise innovative poten
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Lee, Mihwa, Björn Rudzewitz, and Xiaobin Chen. "Bridging classrooms and technology: Supporting teaching practice with an LLM-powered ICALL system." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19038.

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Recent years have witnessed the rapid advancement of Artificial Intelligence (AI) technologies, holding immense potential for revolutionising learning and teaching in the realm of Intelligent Computer-Assisted Language Learning (ICALL). However, most ICALL systems tend to prioritize learners’ perspectives over those of teachers, whose involvement is crucial for integrating these systems in real-life school contexts. This oversight often results in teachers' reluctance to adopt and introduce these systems in daily teaching, thereby limiting their potential use in schools and reducing the ecolog
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Deshmukh, Narendra D., and Sandhya A. Thakur. "INTEGRATING MULTIMODAL TEACHING STRATEGIES INTO STEM EDUCATION: REFLECTIONS FROM PRE-SERVICE AND IN-SERVICE TEACHER WORKSHOP EXPERIENCES." In Proceedings of the 6th International Baltic Symposium on Science and Technology Education (BalticSTE2025). Scientia Socialis Press, 2025. https://doi.org/10.33225/balticste/2025.71.

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The growing emphasis on STEM education and the diverse needs of learners necessitate the adoption of innovative, inclusive teaching strategies. This study investigates the impact of multimodal teaching strategies—integrating visual, kinesthetic, and auditory modes—on in-service and pre-service teachers. Training sessions were conducted with 34 in-service teachers in India and 56 pre-service teachers in Malaysia. The sessions aimed to promote learner-centered practices, enhance instructional confidence, and support inclusive STEM pedagogy. Data were gathered using feedback forms, session presen
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Reports on the topic "Teachers' integration of technology in teaching"

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3891.

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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learnin
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Biswas, Anik, and Wahid bin Ahsan. Innovative Teaching and Student Engagement in Bangladesh: Policy Implications. Userhub, 2023. http://dx.doi.org/10.58947/hlbr-qvzm.

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This qualitative case study investigates teaching practices and student engagement in government primary schools in southwestern Bangladesh, focusing on classes 1 to 3. Employing in-depth interviews with 14 teachers, students, and parents, the study reveals the limitations of traditional teaching methods and highlights the efficacy of innovative, participatory approaches in enhancing student engagement. Key challenges, such as inconsistent electricity supply and inadequate teacher training, impede the effective integration of technology and innovative pedagogy, particularly in rural settings.
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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach
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Gunness, Sandhya, Rubina D. Rampersad, and Tomal K. Chadeea. Technology-Enabled Learning at the Four Public Higher Education Institutions of Mauritius. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5359.

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This document reports on the findings of a baseline survey conducted at the four public higher education institutions (HEIs) in Mauritius (University of Mauritius, Open University of Mauritius, University of Technology, Mauritius, and Université des Mascareignes). It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the four HEIs. Finds of the study presents the need for appropriate policy and their regular revision, capacity building of b
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Bakhshaei, Mahsa, Angela Hardy, Aubrey Francisco, Sierra Noakes, and Judi Fusco. Fostering Powerful Use of Technology Through Instructional Coaching. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/48.

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Research findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching
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Hennessy, Sara, Saalim Koomar, and Adam Kreimeia,. Teachers’ experiences of teaching with technology in Tanzania: Recommendations for policy and practice. EdTech Hub, 2022. http://dx.doi.org/10.53832/edtechhub.0125.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the ser
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