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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.

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.

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.

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.

This study seeks to explore technology use in a higher education classroom with the focus on tablet computers.

Study participants consisted of 36 undergraduate students from Rutgers University's Information Technology and Informatics major. Data were collected using an online survey, a classroom observation, and a group interview.

The study findings demonstrate unexpected technology uses that can be explained by the characteristics of the student group, the Net generation, namely, their impatient multi‐tasking and opportunistic behaviour. Students used tablet computers to take notes, conduct group activities and interact with the instructor. Students’ preference for typing was found to be a barrier in their adoption of tablet computers.

The findings can help technology developers and educators better understand and optimize their use of computing technology in higher education. Limitations of this study include only one class was studied, and classroom observation probed student behaviors only at selected points in time.

The unique value of the study included: the study was not limited to tablet technology and investigated students’ use of multiple technologies; the study captured student behaviors in an actual learning environment, and the study provides empirical evidence for students’ multi‐tasking in a classroom and for their use of tablet computers for hand writing.

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.

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 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.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

The chapters in this book focus on using different types of mediated discourse technologies such as classroom response systems and class replay systems to create technology-rich social learning environments within the classroom. Improvements in low-cost, ubiquitous digital technologies and development of modern learning theories are rapidly changing the manner in which we teach and learn in the postindustrial age. These transformative advancements are also refining our views of what it means to teach and learn in a globalized world. At both the individual and group levels, mediated discourse technologies are becoming more prevalent in higher education as teaching and learning tools across a wide range of disciplines to better engage students and create more participatory and engaging learning environments. Using these technologies in a purposeful manner also has the potential of creating more interesting and enjoyable social learning environments for both instructors and students.