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The purpose of this study is to explore the current usage and acceptance of classroom technologies by secondary math/science education teachers in one community.

Forty‐seven secondary education math and science teachers in one American city responded to a survey about their use and perceptions of technology in their lives and classrooms.

Results indicate teachers use technology more for personal instructional reasons, such as class preparation, than for interactions with their students whether inside the classroom or outside the classroom. Primary factors inhibiting the use of technology relate to time, training, and preparation. Teachers can see the benefit of using technology to promote students’ learning experience. However, teachers are neutral about technology being advantageous for improving in‐class activities.

A significant connection between teachers’ technology acceptance and usage is presented.

The purpose of this paper is to empower teacher candidates to integrate technology into classroom learning. The participating teacher candidates were provided with tools – iPads and software applications to enhance their ability to better meet the needs of all K-2 students. Teacher candidates had the opportunity to explore the range of pedagogical strategies the iPad facilitated through lesson planning and instructional practice. In addition, this research study found that when teacher candidates are given individualized training on the iPad, they have greater comfort with integrating it into their daily practice.

This study employed a case study approach, using both quantitative and qualitative measures. Quantitative methods included the use of two surveys to better understand how teachers have been trained on educational technology. The qualitative analysis explored how teacher candidates utilized the iPad to better meet K-2 student learning outcomes through focus group interviews.

Findings from this study suggest the need for embedded technology integration – through current graduate pedagogical coursework to better prepare K-2 teachers. Teacher candidates require time and regular practice to develop skills and understanding of how best to integrate iPad technology into their teaching. Redesigning a methodology course whereby candidates are developing a deeper understanding of pedagogy, while embedding technology into practice offers students this much needed opportunity. The findings from this study also indicate that, with appropriate training, teacher candidates have the ability to effectively integrate iPad technology into lessons which benefit student learning.

Researchers should be asking whether teacher preparation programs are effectively training teachers for the twenty-first century classroom. This research explores this question and suggests ways to improve current programs to better prepare candidates to meet the variety of learning needs in today’s classrooms. Although the study was small in scale it has broader implications for teacher education programs.

Addressing the diversity of students’ learning needs present in today’s classrooms is a common goal for all teachers. As evidenced through the findings, having the ability to access a variety of learning resources, in particular, iPads, will help teacher candidates better achieve this goal. This research demonstrated how teacher candidates used the iPad to support differentiated instruction in K-2 classrooms.

A one size fits all approach to learning does not work and teachers need to have access to every available resource, including iPad technology, to individualize learning. Findings from this study recommend providing teacher candidates with multiple opportunities to practice utilizing the iPad as a means to adapt, modify, and differentiate instruction to meet the variety of learning needs in K-2 classrooms.

It is important to note that while iPad integration throughout K-2 classrooms is on the rise, there is still limited research in how this technology is actually being used by teachers. This study explored how eight teacher candidates implemented the iPad as a technology tool within K-2 inclusive classrooms.

The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transformation of public school classrooms from being primarily teacher-directed, to predominately student-centered, technology-enhanced learning environments.

This is a qualitative study conducted in all school districts in one Canadian province. Data were gathered through interviews of all district technology leaders and principals of two schools (per district) deemed exemplary in their use of technology for classroom learning; focus group sessions with stratified samples of teachers and all district-level program professionals in each district, and semi-structured observations of district-selected technology-savvy classrooms in two schools per district.

The paper provides insights into the challenges of leading classroom innovation, including costs associated with technology acquisition and the provision of quality professional development. It reaffirms the continued relevance of the school principal while concomitantly confirming the inherent existence of distributed leadership within and across organizational boundaries that can facilitate or impede complex change. Finally, findings from this study serve as yet another reminder that the accumulated, rich evidence base regarding the process of leading and implementing complex innovation appears to be largely ignored by practitioners.

Because the research approach is qualitative and restricted to one defined population, the generalizability of this study may be limited.

This paper draws attention to practical importance of fostering leadership from multiple sources and the need for reflection on how research evidence in education can better directed toward improved practice.

Given the major public expenditures in the acquisition of new and emerging technology for public school classrooms, this paper may foster reflection for improved leadership and implementation practices. The paper anticipates that this work will contribute to a growing understanding of the distributed nature of school and school district leadership. Also, the paper believes it will help elucidate how current machinations of leadership might be adapted to facilitate the transformation of public school classrooms from primarily teacher-directed to predominately student-centered, technology-enhanced learning environments.

The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms.

In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities.

It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities.

To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom.

Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an ad hoc way, technology needs to fit the content and pedagogical style of the teacher.Our chapter builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in the classroom. We propose a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning.Our proposed model is an important first step to considering the precursors and outcomes of TPACK, which will need to be validated empirically. We extend the TPACK framework by identifying the predictors of TPACK such as teacher self-efficacy, experience with technology, and student factors. We argue that the extent to which educators develop their TPACK and use technology is bound by contextual factors such as organizational culture, resources, and student characteristics. Without considering the extensions that are identified in the Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.

In this chapter, we offer a thorough research compendium that bridges together theories and perspectives from various disciplines including adult and higher education, psychology and social psychology, sociology, and women's and gender studies in order to help instructors think about ways to expand on existing activities by incorporating mobile technologies in the learning process. Based on this review of literature, we discuss the importance of motivation, participation, community, voice, and learning in higher education and offer our Interdisciplinary Model for Student-Centered Classrooms as a guide for helping instructors who want to use mobile technologies in their own classes. In the second half of the chapter, we discuss suggestions for achieving this model through the use of mobile technologies, provide several opportunities for critical reflection of this model through problem-based scenarios to stimulate applications of our model, and consider the process of infusing mobile technologies into current pedagogical techniques. Overall, this chapter provides a theoretical basis and mandate for further research and implementation of mobile technologies as useful pedagogical tools in higher education capable of increasing student retention, engagement, and positive learning outcomes in higher education.

The purpose of this study is to identify factors that affect teachers’ motivation to use information and communications technology (ICT) in the classroom. The study aims to determine the extent to which selected variables, such as personal experience, school environment and technological factors, influenced teachers’ tendency to accept and utilize ICT in teaching.

The study used primary data sources from Mazandaran, Iran, that included field notes and semi-structured interviews.

Results revealed that adequate support from administrators, directives to teachers to use ICT, appropriate ICT skills and knowledge as well as adequate resources were important factors that influenced the utilization of ICT in the classroom. Findings also showed that insufficient technical support discouraged teachers from using ICT in teaching, while increasing adequate equipment and technical support in schools encouraged teachers in this respect.

Because this study was conducted on a small number of participants, its findings may not apply fully to other educational institutions.

The results from this study would be helpful to educational departments and institutions in their formulation of policies to encourage the use of ICT in education. The findings would also give a better insight of what constitutes an environment that is conducive for learning where ICT is integrated into the classroom.

By focusing on teachers’ intention, this study provides important insights into which factors influence teacher attitude to use ICT into classroom. As a result, the finding will help the development of e-learning quality enhancement and assurance strategies.

Over the past years, across the Organization for Economic Cooperation and Development (OECD) member states, major investments in Information and Communication Technology (ICT) in schools have been made, and a shift towards a more technology-oriented curriculum is observable. However, evidence exists that literacy levels and mathematical skills of students who have computers and other ICT equipment/devices in their classrooms dropped. This highlights a challenge that the education systems worldwide have to address today, that is, how to use ICT in a classroom in a way that boosts the skills’ acquisition process rather than undermining it. The objective of this chapter is to explore this issue. The argument is structured as follows. First, existing technologies in the education system and their effects on society are addressed. Then research is presented concerning investments in technology by OECD countries and their implementations. Following the digital divide and other obstacles which surfaced due to technological advancements are discussed; lastly a pilot study of 62 students in OECD countries was conducted exploring any correlation between technology in classrooms, higher training and academic standing of students.

This study aims to examine teachers’ efficacy to use iPad for teaching, their perceived impact of 1:1 iPad implementation in the classroom and the role of both variables in predicting teachers’ adoption of the iPad.

This paper opted for multiple linear regression analysis of the data from a total of 91 teachers (44 male and 47 female). All participating teachers are from upper-middle-class private schools who have been using iPad in their classrooms for at least three months. All three variables being studied are measured using instruments developed by the researcher and self-rated by participating teachers: iPad-Teaching Efficacy (iTE), Perceived Impact of iPad in the Classroom (iPI) and iPad Actual Use for Teaching (iAU). All three instruments have good internal reliability and validity, with an alpha coefficient of 0.97, 0.92 and 0.93 respectively.

The paper provides empirical insights about factors contributing to teachers’ technology adoption (specifically iPad) in the classroom. It suggests that teachers’ efficacy significantly predicts their actual use of the iPad for teaching, but teachers’ perceived impact of the implementation does not.

These research findings play an important role in designing a program for technology adoption in schools, especially in Indonesia.

This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.

The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.

Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.

The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.

The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.