Accuracy and effectiveness of an orchestration tool on instructors’ interventions and groups’ collaboration

2024-12-1

Promising practices for online professional learning

2024-12-1

Pre-service English teachers‘ approaches to technology-assisted teaching and learning: Associations with study level, self-efficacy and value beliefs

2024-12-1

From physical feelings to empathy: An immersive virtual reality approach to facilitate physical empathy

2024-12-1

The Googlization of the classroom: Is the UK in protecting children's data and rights?

2024-12-1

Data-related concepts for artificial intelligence education in K-12

2024-12-1

A systematic review and meta-analysis on TPACK-based interventions from a perspective of knowledge integration

2024-12-1

The datafication of student information on X (Twitter)

2024-12-1

Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review

2024-12-1

Factors Influencing Faculty's Adoption of Engineering Technology: A Qualitative Study

2024-9-1

An Assessment Framework for Creative Production in Computing and Engineering Disciplines

2024-9-1

The Need for Empirical Research on the School Data Protection Officer's Role

2024-9-1

Web-assisted instruction for teaching and learning EFL phonetics to Spanish learners: Effectiveness, perceptions and challenges

2024-9-1

TPACK in Action: Contextual Effects of Pre-Service and In-Service Teachers’ Knowledge Structures for Technology Integration

2024-9-1

Moving on from Emergency-Remote-Teaching: A Phenomenographically-Informed Inquiry into University Teachers’ Perceived Challenges of Networked Learning

2024-9-1

Examining the adoption of Technology-Enhanced learning in universities and its effects on student performance, satisfaction, and motivation

2024-9-1

Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools

2024-8-8

Contextual considerations in TPACK: Collaborative processes in initial teacher education

2024-8-8

Stakeholders’ insights on artificial intelligence education: Perspectives of teachers, students, and policymakers

2024-8-1

Locating TPACK XK Between Theory and Practice: Reflective Practice, Applied Ethics, and Technoskeptical Dispositions

2024-8-1

Feedback for learning from text: What kind and where in the text is most effective?

2024-8-1

The Effects of Influencing Factors on Upper Secondary School Teachers’ Use of Digital Learning Resources for Teaching

2024-8-1

Informing Professional Learning Interventions with Evidence-Based Analysis of Student Feedback: Implications for Software Use and Learning Clarity

2024-8-1

Schoolfeeds: A study of principals’ governance of school social media pages and students’ data, privacy and treatment

2024-8-1

Opportunities Overcome Challenges in Adopting Immersive Virtual Reality in Online Learning

2024-8-1

Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

2024-7-20

Developing a Technological Pedagogical and Content Knowledge (TPACK) survey for university teachers

2024-7-14

Evaluating the content structure of intelligent tutor systems—A psychological network analysis

2024-6-18

AI in education: Comparative perspectives from STEM and Non-STEM instructors

2024-6-1

Artificial intelligence literacy for technology education

2024-6-1

Enhancing artificial intelligence literacy through cross-cultural online workshops

2024-6-1

A Scoping Review of Reinforcement Learning in Education

2024-6-1

Enhancing teacher AI literacy and integration through different types of cases in teacher professional development

2024-6-1

Exploring researchers’ perspectives and experiences of digital childhoods research in schools

2024-6-1

The datafication of student engagement and children's digital rights

2024-6-1

Academic Dishonesty Out, Use of Resources In

2024-6-1

Connectedness with Students as a Key Factor in Online Teaching Self-efficacy

2024-6-1

Examining artificial intelligence literacy among pre-service teachers for future classrooms

2024-6-1

Do in-service teachers accept artificial intelligence-driven technology? The mediating role of school support and resources

2024-6-1

Enhancing active learning through collaboration between human teachers and generative AI

2024-6-1

Digital game-based language learning for vocabulary development

2024-6-1

In search of artificial intelligence (AI) literacy in teacher education: A scoping review

2024-6-1

Developing a Holistic AI Literacy Assessment Matrix - Bridging Generic, Domain-Specific, and Ethical Competencies

2024-6-1

Application of Generative Artificial Intelligence (GenAI) in Language Teaching and Learning: A Scoping Literature Review

2024-6-1

Motivation for learning in campus-integrated MOOCs: Self-determined students, grade hunters and teacher trusters

2024-6-1

Combining human and artificial intelligence for enhanced AI literacy in higher education

2024-6-1

School social media use and its impact upon children's rights to privacy and autonomy

2024-6-1

A Latent Dirichlet Allocation Approach to Understanding Students’ Perceptions of Automated Writing Evaluation

2024-6-1

Assessing the privacy of digital products in Australian schools: Protecting the digital rights of children and young people

2024-5-16

Database as method: Exposing ‘data’ about educational technology through a design intervention

2024-5-14