Technology Integration

eTwinning, which was initiated as the main movement of the European Commission's e-learning program and later supported within the scope of the Erasmus+ program, is carried out in our country by the General Directorate of Innovation and Educational Technologies of the Ministry of National Education.eTwinning, an activity where teachers and students in countries come together in an online environment to create projects and develop their personal and professional development, encourages the use of information technologies and the use of innovative teaching methods and techniques.In this study, it was investigated whether there was a significant difference between the attitudes of teachers who are new to eTwinning and teachers who receive the eTwinning National Quality Label in terms of using technology in education.The study was conducted using
the causal comparison model, which is one of the quantitative research methods, and a demographic information form and an attitude scale regarding the use of technology in education were used. The Mann Whitney U test was used to examine whether there was a significant difference between the attitudes and sub-dimensions of teachers who received and did not receive the eTwinning quality label towards the use of technology in education. As a result of the analysis of the data, it was found that; It was observed that there was a significant difference in the attitudes towards the use of technology in education in the whole
scale and in the sub-dimension of self-development in the use of technology in education, which is one of the three subdimensions. It is seen that eTwinning projects contribute positively to teachers' attitudes towards using technology in education, and those who receive the National Quality Label have a higher attitude level than those who are new to eTwinning.

This research aims to measure the level of integration of ICT in teaching, learning, and assessment practices during the COVID-19 pandemic. We propose measuring teachers’ attitude, self-efficacy, and skills in using technology because the quality of education during the pandemic was influenced by these factors. An online questionnaire was distributed amongst 189 teachers from all levels of education, from kindergarten to high school, and the sample was described using the means, distribution, and number of years of experience in education. The statistical analyses employed for the quantitative data included correlational study and mediation analysis. We found a correlation between gender, environment, barrier level and teachers’ attitude, self-efficacy, and skills. Also, the teachers’ attitude mediates the association between ICT skills and ICT integration in the educational process. The results reveal high positive scores in terms of ICT integration in teaching practices, teachers’...

This study aims to explore the critical factors for effective professional development (PD) activities to support teachers' technology integration and suggests a design model: flipped PD. The following questions are investigated: What are the core features of effective teacher PD, what are the implications of core features in effective technology integration PD, and what are the best practices for designing a flipped PD model for preparing teachers to integrate technology into their classrooms? First, we discuss the core features of effective teacher PD: content focus, active learning, coherence, duration, collective participation, and the role of context. Second, we explore design factors in recent technology integration PD studies: learner centred, relevance and reflection, evidence of student learning, support and follow‐up, student voice, and initial implementation with teacher leaders. Finally, we present a discussion of our recommendations for a flipped model for technolog...

Grading  for  Equity  is  a  pedagogical  approach  founded  on  principles  of  educational equity whereby educators strive to mitigate systemic barriers to learning by implementing alternative grading practices that enhance student performance. This study examinedthe critical role of equitable grading practices in fostering student success and promoting educational equity. A qualitative method usingphenomenological inquiry in order to investigate how Jefferson High School students change their academic  performance  through  grading  for  equitywas  used  in  the  study.  The  data  was  collected  and analysed using thematic analysis and Interpretative Phenomenological Analysis (IPA), by conducting a semi-structured  interview  with  12  diverse  participants.  The  researchers  ensured  that  the  study followed protocols concerning securing permission from the school administration and student parents or guardians. A positive result was revealed when the data interpretation showed how beneficial this practice was to students' engagement and performance. This grading for Equity impacted not only the performance  of each  student  but also  the  mindset  to  achieve  academic success. This  study suggests implementing  clear  policy guidelines,  providing  ongoing  professional  development for  teachers, ensuring equitable grading practices across the curriculum, and conducting further research on effective grading strategies. This course of action will have a huge impact on our future generation.

This paper presents the design and experimental results for a 5 × 5 tin-oxide gas-sensor array system with particular focus on the employed multiplexed-analog-input 0.35 m CMOS interface circuit chip. This interface circuit reads the electrical signal of all the elements of the array in time sharing by means of a solid-state selector, actually exploiting a row-column query technique and provides digital output to a dedicated LabView TM Software. The proposed system shows very promising properties in terms of data redundancy in order to improve the signal-to-noiseratio in electronic nosing and for future studies about the influence of gas consumption rate over the metal oxide surface for a 2D array. Sensors fabrication details, electronic interface performance characterization and chemical measurements results are also reported for completeness.

This study investigated the effectiveness of collaboration between college lecturers and student peers in assessing the instructional practice of in-service student teachers (ISTs). The study was inspired by criticisms that college lecturers' assessments were not producing valid critiques of ISTs' mathematical and pedagogical competencies to implement strategies they learned in their coursework. Case studies of two pairs of ISTs, one pair at a state high school and the other at a private high school, provided data for this study. During their coursework, ISTs learned new pedagogical skills and upgraded their content knowledge. Findings indicate that lecturer and peer assessment of the same lesson taught by an IST resulted in different but complementary critiques. The lecturer's critique highlighted both strengths and weaknesses of a lesson while the peer's critique refrained from pointing out weaknesses of a lesson. An important implication for the findings, in Zimbabwe, is that the deployment of ISTs in pairs for teaching practice may be beneficial to their professional development.

While ubiquitous in everyday use, in reality, social media usage within higher education teaching has expanded quite slowly. Analysis of social media usage of students and instructors for teaching, learning, and research purposes across four countries (Russia, Turkey, Germany, and Switzerland) showed that many higher education instructors actively use social media for private purposes. However, although they understand that their students also use it for learning purposes, and instructors sense the potential of social media in teaching, they mostly refrain from doing so due to various barriers. In response, an openly accessible trilingual Social Media Toolkit was developed which analyzes the teaching scenario with several questions, before suggesting, based on an algorithm, the best matching class of social media, complete with advice on how to use it for teaching purposes. This paper explains the rationale behind the toolkit, its development process, and examines instructors' perceptions towards it.

While ubiquitous in everyday use, in reality, social media usage within higher education teaching has expanded quite slowly. Analysis of social media usage of students and instructors for teaching, learning, and research purposes across four countries (Russia, Turkey, Germany, and Switzerland) showed that many higher education instructors actively use social media for private purposes. However, although they understand that their students also use it for learning purposes, and instructors sense the potential of social media in teaching, they mostly refrain from doing so due to various barriers. In response, an openly accessible trilingual Social Media Toolkit was developed which analyzes the teaching scenario with several questions, before suggesting, based on an algorithm, the best matching class of social media, complete with advice on how to use it for teaching purposes. This paper explains the rationale behind the toolkit, its development process, and examines instructors’ perce...

This study endeavored to gain insights into English as a Foreign Language (EFL) preferred strategies in teaching EFL writing during the pandemic, particularly dealing with technology use. Six writing teachers from various universities in East Java, Indonesia, participated in this study. They were asked to respond to interview questions that were based on Lee's (2017) five categories of technology use in a writing class and Chi's (2009) Interactive-Constructive-Active-Passive (ICAP) taxonomy levels. Thematic analysis of the interview data revealed that five teachers managed to use technological tools in all five categories of technology usage, with the self-and peer-evaluation categories being the most frequently used. They were also able to conduct activities in all of the ICAP taxonomy levels, although some technical issues and students' factors hindered the students from being fully engaged in the lessons. Lastly, the experience of integrating technology in the online writing class during the pandemic resulted in a moderately optimistic view by the teachers on technological integration in future onsite classes. It is recommended that the government and educational institutions provide support in terms of infrastructure, facilities, and professional development training in technology usage for teachers, especially for those who teach in remote regions.

This systematic review explores the impact of Management Information
Systems (MIS) on enhancing disaster management by optimizing decisionmaking, resource allocation, and inter-agency communication. As the
frequency and severity of natural disasters increase globally, there is a
pressing need for more efficient disaster response mechanisms. This study
systematically reviewed a total of 160 peer-reviewed articles published
between 2010 and 2024, following the Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a
comprehensive and transparent review process. The findings reveal that MIS
technologies, such as decision support systems (DSS), geographic
information systems (GIS), and predictive analytics, play a crucial role in
improving the speed and accuracy of emergency responses. Specifically, DSS
and predictive models were found to enhance situational awareness and
optimize resource deployment, reducing response times by up to 30%.
Additionally, GIS tools significantly improved spatial data analysis, enabling
better-targeted relief efforts. However, challenges related to data
interoperability, cybersecurity, and the integration of advanced technologies
remain significant barriers to fully leveraging MIS in disaster management.
Addressing these challenges through investments in infrastructure,
standardized protocols, and specialized training will be essential for
maximizing the potential of MIS in future disaster response efforts. The
review concludes that the strategic use of MIS is vital for building more
resilient and responsive disaster management systems, ultimately reducing
the socio-economic impacts of emergencies.

One of the elements that have popularized and facilitated the use of geographical information on a variety of computational applications has been the use of Web maps; this has opened new research challenges on different subjects, from locating places and people, the study of social behavior or the analyzing of the hidden structures of the terms used in a natural language query used for locating a place. However, the use of geographic information under technological features is not new, instead it has been part of a development and technological integration process. This paper presents a state of the art review about the application of geographic information under different approaches: its use on location based services, the collaborative user participation on it, its contextual-awareness, its use in the Semantic Web and the challenges of its use in natural languge queries. Finally, a prototype that integrates most of these areas is presented.

Teaching English to children through music has gained considerable attention. The use of songs in the English language classroom has become a subject that has increasingly drawn more interests. This is because songs have many values of language. Songs could be particularly effective for supporting foreign language teaching. Implementing educational songs in teaching English to young learners can develop students’ pronunciation, vocabulary and grammar. This study illustrates the situation of teaching English through songs in the time of Covid-19 pandemic in primary schools of Kosovo. The aim of this article is to examine current English teachers’ views and perspectives towards the use of music and songs in the language classroom. The instrument used to obtain data is an interview for primary school teachers who teach English in different cities of Kosovo. Five teachers were interviewed to better understand their thoughts towards music utilization into their language classrooms. Quest...

This study explores the social impact of technology integration in education through Social Impact Assessment (SIA). SIA originated in the 1970s and has evolved to include various social and economic aspects, particularly education. Interpretivist methodology and SWOT analysis highlight technology's positive and negative effects in the educational sector. Positively, technology enhances learning outcomes, ensures equitable access, promotes social cohesion, and facilitates lifelong learning. It also supports teacher development and makes learning materials more accessible. On the other hand, challenges include increased academic misconduct, ethical dilemmas involving AI, digital divides in socioeconomic sectors, and the vast nature of digital content. This paper highlights the need for specific educational policies and interventions by recognizing the diverse impacts of technological advancements in different academic environments.

The continuous professional development of educators is not only essential to highly maintain their expertise levels and ensure that their knowledge is up to scratch, but also to catch up and adopt new pedagogical tools, skills and techniques. The advent of the Web 2.0 brought about a plethora of digital tools that teachers have not only struggled to keep track of and investigate the array of tools available, but also have been at a loss of how to productively employ and take advantage of the benefits each of the different tools has to offer. In this paper we present a number of such tools as part of an empirical study to investigate the use of freely available digital tools. This exercise was a spin-off of a project that aims to embrace literacy through digital media as it focuses on retraining educators in the use of digitally supported methods that employ innovative teaching methods. In our conclusions we draw important guidelines on how to optimize the use of such continuous emerging web tools, as well as future work and new potential research directions.

As I sit to write this review, I find myself musing over the subtitle to this text, How Metaphors Shape What we do in Classrooms. Worthy of a place in educational texts, this context of shaping targets a consideration for everyone working educationally with students. In this context, this book provides readers with much to think about. In my perspective, it is this consideration toward what I will call the heart and dispositional sensibility of education, a Christian sense of place, so to speak, that makes this book valuable.

The innovations in reliability engineering are considerable. For example, take predictive analytics. Predictive analytics leverages data and machine learning algorithms to anticipate system failures before they occur. By analyzing historical and real-time data, reliability engineers can implement proactive maintenance strategies, minimizing downtime and repair costs. Learn more in Reliability Engineering courses by Tonex.

A theoretical framework has emerged recently to guide research in the teachers' use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers' ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.

Integrating Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ attention in recent years. Teachers need to be involved in collaborative projects and development of intervention change strategies, which include teaching partnerships with ICT as a tool. Teacher perceptions are a major predictor of the use of new technologies in instructional settings. Early studies have indicated that blended learning can be as successful as either online or face-to-face instruction, particularly in teacher preparation programs. Blended learning can lead to improved training, increased access and flexibility, and better cost-effectiveness. The objective of this paper is to analyse in-service science teacher perceptions towards integrating ICT in instructional design by training them using the blended learning approach. The present study is quasi-experimental in nature wherein a pre-test/post-test design was employed. The study...

Virtual learning during the Covid-19 pandemic has made the effective use of technology, as a learning tool, more important than it has ever been. One of the challenges within instructional technology courses for preservice elementary education majors was whether or not to train students to use technology as a means to an end or to focus on technology skills. Instructional technology courses could reinforce traditional approaches or encourage higher order thinking or acquisition of twenty first century skills for formal or informal settings. This study explored the pre-Covid inclinations and experiences of undergraduate preservice teachers who engaged in various types of technology that facilitated both the learning of content and the building of technological skills to varying degrees. This basic qualitative exploratory study looked at preservice teachers’ perceptions about their engagement with the technologies and about their own capabilities. The findings show connections that we...

The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using in...

Visualization is identified as a crucial element that affects students' performance in Geometry. Technology plays an important role to assist weak students in visualizing concepts in Geometry. Teachers need proper planning in teaching to help their students in understanding the concepts. This study used partial least squares-structural equation modelling (PLS-SEM) to test the hypotheses to verify the effects of variables on teachers' intention of integrating visualization technology in teaching geometry. The model consists of four constructs: teaching strategy, teaching activity, selection of media, tools and teaching aids, and assessment. The research instrument consisted of 30 survey questions for four main constructs: teaching strategy, teaching activity, selection of media, tools, and teaching aids and assessment. The questionnaires were distributed to 180 teachers who teach Mathematics in secondary schools. The study used a PLS-SEM modeling tool to analyze data for reliability and validity. Results show that teaching strategy, teaching activity, selection of media, tools and teaching aids, and assessment significantly influence the integration of visualization technology in Geometry. This finding is a reference for policymakers and implementers to improve the quality of teaching and learning in Geometry for secondary schools.

There is an increasing interest in the integration of computational thinking (CT) in the K-12 curriculum. By integrating CT into other disciplines, the aim is to equip students with essential skills to navigate domain-specific challenges. This study conducts a systematic review of 108 peer-reviewed scientific papers to analyze in which K-12 subjects CT is being integrated, learning objectives, CT integration levels, instructional strategies, technologies and tools employed, assessment strategies, research designs and educational stages of participants. The findings reveal that: (a) over two-thirds of the CT integration studies predominantly focus on science and mathematics; (b) the majority of the studies implement CT at the substitution level rather than achieving a transformation impact; (c) active learning is a commonly mentioned instructional strategy, with block-based languages and physical devices being frequently utilized tools; (d) in terms of assessment, the emphasis primar...

Digital escape rooms can transform any lesson into an engaging learning environment. This article describes the implementation of a digital escape room in an undergraduate educational technology course for preservice teachers. The digital escape room was designed and developed using a 10-step process and covered the topic of gamification. Typically, this activity is facilitated during a face-to-face class meeting; however, instructors were required to modify the activity when the university transitioned to online learning in response to COVID-19. The purpose of the study was to explore the process and effects of implementing the digital escape room using two different approaches to online instruction: synchronous and asynchronous. Preliminary findings suggest that replicating the activity in a synchronous setting is similar to a face-to-face environment, whereas students in the asynchronous setting may need more reading comprehension support. Implications for practice and directions...

We consider this book an important contribution to the profession of English studies because it helps teachers identify strategies for acting productively in the face of social changes that are so rapid and far-reaching that they threaten to paralyze us with fear and inaction. As the twentieth century draws to a close, we find ourselves very much in need of such advice. Our own classroomsand those of most of our colleagues seem to be populated by students who see little connection between traditional literacy education and the world problems that they currently facethe continuing destruction of global ecosystems, the epidemic spread of AIDS and other diseases, terrorism, war, racism, homophobia, the impotence of political leaders and the irrelevance of political parties. Faced with these challenges and with others of equal magnitude, many faculty teaching in English studies programs find themselves scrambling to rethink and redesign educational efforts within expanded ethical contexts that recognize vastly different global perspectives, learning how to As University of Pittsburgh graduate students, we began our ten-year collaboration, meeting on a weekly basis to discuss assignments within a course sequence that Joan Latchaw developed. We continued this collaboration with a computer application called The Borges Quest, which provided us opportunities to develop our personal and professional relationships further by presenting at conferences and developing this collection. The inspiration guiding our quests over these years can be attributed to the strong philosophical and pedagogical directions we developed at the University of Pittsburgh. It is no accident that Dr. William L. Smith served on both our dissertation committees; in fact, his quintessential question"What can computers do that can't be done in other ways?"has inspired and informed our work in computers and composition over the last decade. Many Pitt voices "let us hear" a critique of our own assumptions and confronted us with alternative positions. We are indebted to David Bartholomae, whose presence in the English Department and in the field of composition has profoundly shaped our professional lives. With his encouragement and support, we have developed course sequences for all levels of writing. Like Bartholomae, we are "continually impressed by the patience and goodwill of our students" (See "Inventing the University" in When a Writer Can't Write, edited by Mike Rose. New York: Guilford Press, 1985.). Some of them, like Ron in Chapter 3, are collegial voices that challenge our ways of thinking. We also thank William E. Coles Jr. for his expertise in sequencing, reflected in The Plural I, Composing and Revising, and What Makes Writing Good? Our assignments, classroom activities, and technological innovations engage students in termlong projects that support reflective and critical pedagogy. The experimentation necessary for creating suitable environments for this work involves courage and risk. The Pitt program allowed us the luxury of occasional failure along with the successes. We thank our contributors for their courage in risking the technological and pedagogical failures always inherent in experimental projects and for discussing the accompanying benefits and liabilities honestly and openly. We hope our readers will use the experience and knowledge in these pages to begin their own quests. xi xii Acknowledgments

Previous research on technology implementation in rural schools has focused on two types of challenges: (1) access to internet-ready technological devices and the infrastructure to operate them and (2) teacher attitudes and beliefs about technologies. This research drew on posthumanism to explore tensions that emerged as technological devices were produced materially in rural classrooms with teachers as agents. Teachers from four high schools in the Midwest and Intermountain West participated in this study. Data included interviews with teachers about their experiences with technological devices across their lifespans, including as they learned to teach, classroom observations, lesson plans and instructional materials and weekly email communications. For findings, teachers co-constructed purposes with devices, negotiated access to infrastructure to use devices at school and described shared labour with devices. Future research should consider how to leverage the devices' roles as materialised agents alongside teachers when devising strategies for technology implementation.

The rapid development in technology and science opened incredible possibilities of new technologically embedded teaching learning. The debate on the effectiveness of E-content is still vibrant because of the importance of human presence in learning process is considered essential. The relevance, effectiveness and technological advances in Elearning and E-content development predict the future of E-learning. The revolution in computation has lead to machine learning and artificial intelligence wherein computers can perform functions without human intervention. Academia and computer scientist should work together to develop smart interactive models of E-learning and Econtent that will prepare the future techno savvy generation. Educational organizations need to focus on creating an environment of learning which involve substantial adaptation of technology with the true essence of human presence. The future of education lies in the adoption of technology that enhances not only machine learning but also the learning machine called human.

Introduction. The preparedness of future economics teachers matters as it affects the quality of education,
student results, workforce training, critical thinking abilities, global mindset, college prep, and adjustment to
shifting economies. The future generation needs educated people to act as members of society and the world
economy; hence, it requires a cadre of trained economists and teachers and is significantly shaped by intrinsic
factors such as technological, pedagogical, and content knowledge (TPACK). This study refines and validates a
measurement instrument to reliably and validity assess the essential competencies of these teachers, tailored
to meet the evolving standards of economics education.
Materials and Methods. The study used an online questionnaire with a purposive sample of 100 pre-service
economics educators from Indonesia for Explanatory Factor Analysis (EFA) and 389 samples for Confirmatory
Factor Analysis (CFA), all of whom had completed their teaching practicums. Then, statistical analysis was
conducted using EFA in SPSS and CFA in AMOS. The EFA was employed to determine how well the instrument’s
items capture the components of the TPACK framework and their relevance to the prospective teachers’ readiness
for professional practice post-graduation. The CFA is Performed to guarantee that each variable analyzed has the
validity of the configuration and the reliability of the construct as needed and is used to establish the extent to
which the measured variable may represent the construct or variable that has previously been considered.
Results. This study first developed seven factors, namely Technological Knowledge (TK), Pedagogical Knowledge
(PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge
(TPK), Technological Content Knowledge (TCK), and Technological, Pedagogical and Content Knowledge
(TPACK), consisting of 39 items. However, four items were removed because their factor loading was below
0.50. As a result, 35 items were retained as the factor loading was significantly greater than .50. The Cronbach's
alpha value for each item of the TPACK construct was > .60 and met all the criteria of goodness of fit index,
which means that it meets the requirements and can measure the TPACK construct in measuring job readiness
of prospective teachers in Indonesia. As this study fulfills the requirements of validity and reliability of the
constructs that lead to TPACK, the results of this study will help prospective teachers prepare themselves to
become professional economics teachers.
Conclusion. The teaching readiness of prospective teachers can be assessed using valid and reliable tools
such as EFA in pilot testing and CFA in large-scale analysis assessments of the TPACK construct with 35
question items.

Since security guards are essential to preserving safety and order in a variety of settings, this petition urges immediate action to strengthen security protocols and improve working conditions for them. Even though they are on the front lines of defense, guards frequently deal with poor training, little assistance, and hazardous working circumstances, all of which impair their capacity to carry out their jobs efficiently. By taking care of these problems, we can make sure that security personnel have the tools, instruction, and procedures required to protect the public and themselves. This plea calls on stakeholders, employers, and legislators to acknowledge the critical role that security guards play and to put in place all-encompassing policies that support their safety as well as the protection of the communities they protect.

espanolEste articulo pretende (i) analizar la percepcion del profesorado de Educacion Primaria y Secundaria acerca del uso de la pizarra digital interactiva (PDI) en centros bilingues, y (ii) comprobar el nivel de conocimiento e implementacion del modelo de aprendizaje integrado de lengua y contenido (AICLE) por parte del profesorado que realiza actividades de formacion permanente sobre Plurilinguismo. Los resultados muestran que el profesorado de centros bilingues hace un uso de la PDI limitado a funcionalidades poco interactivas en consonancia con un conocimiento e implementacion del modelo AICLE que no alcanza niveles de profundizacion metodologica. Estos resultados parecen indicar que el diseno de la formacion permanente del profesorado debe favorecer una integracion curricular de la tecnologia de manera progresiva en contextos de ensenanza bilingue. EnglishThis paper aims at (i) analyzing Primary and Secondary teachers´ opinion about the current level of IWB usage in bilingual ...

Two awards, one in science education and one for corporate leadership, were established in their honor at the 2015 National Technology Leadership Summit in Washington, DC. The awards recognize the technology leadership of these pioneers in the field. The following background presented in the form of remarks at the leadership summit provided context for the awards and the associated history of the Summit.

This research determined what multimedia the home economics professors prefer in teaching the competencies needed in the BTLEd home economics program. Also, it shows what competencies students need in the identified areas of home economics and the challenges students encounter in using various multimedia for instruction. Data was retrieved from (N=42) BTLEd Home Economics students' day and evening sessions and the (N=7) professors teaching home economics subjects. The study made use of mixedmethod research. For the quantitative part, students and professors completed a questionnaire using Google Forms. Where Students Needed Competencies in the Identified Major Areas in Home Economics was presented, followed by the Preferred Multimedia-Based Instruction Used by the Home Economics Professor. A qualitative research design was used to determine the challenges encountered by the students in using multimedia in the identified major areas in Home Economics. Thematic analysis using Braun and Clarke's (2006) model was applied to analyze the qualitative data on the challenges encountered using multimedia in Home Economics. Findings revealed four major themes of student challenges encountered in multimedia: no internet access, lack of computers and gadgets, lack of familiarity with multimedia, and computer Illiterate. To ensure that every student has fair access to digital resources and the necessary skills to use them, the school has to develop a comprehensive Digital Inclusion Program. The school will be able to handle internet access, device shortages, and digital literacy in a thorough and organized way by putting this approach into place. Providing students with the necessary skills and resources for multimedia-based learning would also promote an inclusive and fair digital learning environment.

This research aims to measure the level of integration of ICT in teaching, learning, and assessment practices during the COVID-19 pandemic. We propose measuring teachers’ attitude, self-efficacy, and skills in using technology because the quality of education during the pandemic was influenced by these factors. An online questionnaire was distributed amongst 189 teachers from all levels of education, from kindergarten to high school, and the sample was described using the means, distribution, and number of years of experience in education. The statistical analyses employed for the quantitative data included correlational study and mediation analysis. We found a correlation between gender, environment, barrier level and teachers’ attitude, self-efficacy, and skills. Also, the teachers’ attitude mediates the association between ICT skills and ICT integration in the educational process. The results reveal high positive scores in terms of ICT integration in teaching practices, teachers’...

With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.

The COVID-19 pandemic has compelled K-12 schools and districts across the United States to quickly pivot to distance learning. This disruption to traditional in-person instruction required shifts in district leadership and teacher pedagogy. Previous research has shown that teachers must be provided with learning and supportive environments that cultivate and enhance their instructional technology proficiency and capabilities, hence the importance of technology leadership among K-12 administrators (Ertmer, 2005; Ertmer & Ottenbreit-Leftwich, 2010; Hennessy et al., 2005; Hew & Brush, 2007). However, much of the research in the field of K-12 technology integration has relied on quantitative and mixed-methods approaches to reflect their findings. Several gaps in the existing literature have led to a need not only for an in-depth case study approach, but also the need to study the geographic region of New York in the research base. This comparative case study was conducted in two suburba...

During the Coviod-19 epidemic, this research looked into the perspectives of private primary school instructors on virtual education. The qualitative research approach was used to undertake an exhaustive investigation of the perspectives on online training. There are numerous techniques for analyzing qualitative data, according to Saldana. In the light of the gathered data, online training affects instructional efficacy. Teachers' ICT and digital competency increased. Several teachers noted load-shedding and internet connectivity issues as barriers to online learning during the Covid-19 outbreak. The figures show that the participants overcome these challenges by utilizing their data. Participants also debated the advantages and disadvantages of online learning.

The study investigated preservice science teachers' (PST) knowledge and beliefs about the implementation of cooperative learning for sustainable science, technology, engineering, and mathematics (STEM) education in Nigeria given that evidence shows that several Nigerian teachers are still unskilled in 21stcentury pedagogies. The study sought to determine PSTs' competencies for implementing cooperative learning in science classrooms, as informed by their knowledge and beliefs about the effectiveness of applying cooperative learning to teach science concepts. Four research questions guided the study. The design of the study is a descriptive survey involving the collection of quantitative data via questionnaires. This research design is appropriate for the present study as it sought to determine the knowledge and beliefs PSTs have about cooperative learning (CL). The study sample was drawn from all the PSTs in the federal tertiary institution (Nnamdi Azikiwe University, Awka) in Anambra State, Nigeria using the convenience sampling technique. The data for this study were collected electronically using an adapted version of Bouas (1993). The scale's reliability was determined using the Cronbach alpha technique (α=.73). Percentage, weighted mean, and standard deviation, and one sample t-test were used to analyse the data collected in this study. The study's findings showed that PSTs in Nigeria were both knowledgeable and held positive beliefs about cooperative learning pedagogy. Based on the study's findings, implications for the study were discussed.

Technology holds pedagogical affordances that can help address low performance in mathematics education. This research study investigated which factors significantly contributed to technology usage by Mathematics teachers. The 155 teachers surveyed were found to be regular users of computers, demonstrating a high opinion of the pedagogical worth of technology and perceiving the tool as being useful for enhancing Mathematic education. However, only a minority was really using technology in their teaching practices. Teachers reiterated the need to be adequately trained in the pedagogical integration of Information and Communication Technology (ICT), insisted on the provision of better computer services in schools, including access to the Internet and solicited the support of parents to accompany their children in their studies. A revised theoretical model was drawn based on the Technology Acceptance Model (TAM) and unified theory of acceptance and use of technology (UTAUT) models, and the two ICT related variables that caused significant variances in technology usage were perceived ease of use and facilitating conditions.

In the era of digitalization, the use of Information and Communication Technology (ICT) has become a key factor for the successful management of schools. This paper examines the benefits of ICT integration in school administration, including improved operational efficiency, communication, and quality of education. Through analysis of existing literature and case studies, the paper explores how digital platforms and management software facilitate processes such as lesson planning, student data management, and communication between teachers, students, and parents. Also, the research paper emphasizes that the use of ICT contributes to the creation of a more interactive and flexible learning environment, thus helping to raise the quality of education. Finally, the improvements achieved through the use of ICT promote a more organized and transparent approach to school management, making the educational system more effective and adapted to the challenges of the XXI century. We can conclude that the integration of ICT has increased operational efficiency by allowing the automation of routine tasks such as student data management, absence registration, and real-time information sharing. These solutions have saved time and improved the accuracy and organization of administrative processes. It is recommended to invest in continuous staff training, ensuring stable and up-todate infrastructure, developing clear policies for technology use, etc.

This study aimed to determine the correlation between school management and organizational development of selected elementary schools in Antipolo City (District I), which served as the basis for a proposed management learning development program during the school year 2024-2025. The level of perception of the teachers regarding the school management of public school heads. In terms of Curriculum and instruction, the teacher-respondents obtained a composite mean of 3.56, which was verbally interpreted as Very Strongly Agree. In terms of Monitoring Students' Progress, the teacher-respondents obtained a composite mean of 3.55 which was verbally interpreted as Very Strongly Agree. In terms of Instructional Climate, the teacher-respondents obtained a composite mean of 3.66 which was verbally interpreted as Very Strongly Agree. The level of perception of the teacher respondents regarding the organizational development. In terms of Information and Decision-Making, the teacher-respondents obtained a composite mean of 3.59 which was verbally interpreted as Very Strongly Agree. In terms of people management, the teacher-respondents obtained a composite mean of 3.39, which was verbally interpreted as very strongly agreeable. In terms of stakeholder engagement and Retention, the teacher-respondents obtained a composite mean of 3.62 which was verbally interpreted as Very Strongly Agree. The significant relationship between the perceptions of the respondents regarding the school management of public school heads and the organizational development with respect to the above-cited variables. There is no significant relationship between the perceptions of the respondents regarding the school management of public school heads and the organizational development with respect to the above-cited variables.

Many university lecturers have integrated feature films and television series (FF/TV) into their lessons to improve student engagement. Although film in teaching might seem like a well-established practice, it is reliant on a range of fast-changing technologies to effectively integrate FF/TV into instruction, learning activities and assessments. This study utilises the Technological Pedagogical and Content Knowledge (TPACK) model to analyse survey and interview data regarding (1) lecturers’ familiarity with a range of concepts and skills related to film production, delivery and integration technologies; (2) their methods of learning about technologies that help optimise their FF/TV use; and (3) their institution’s provision and support in implementing various technologies integral to teaching with FF/TV. A modified framework is proposed to add to the pedagogical benefits of effective teaching with FF/TV at universities.