Book Review: AI Literacy in K-16 Classrooms

Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

Even though many researchers point to the lack of appropriate models for guidance on the integration of technology in education, this article seeks to point toward a model through actions that show the need for teachers being multifaceted regarding the new educational paradigm. To do so, it will be considered the contributions of TPACK framework on integration of technology in Basic Education in public schools. Even before pointing solutions ready for the use of technology in education, it is necessary to know and make the teachers know themselves, making them realize their convictions and technological knowledge, and bring them to assess the necessity of improvement, in order to achieve efficiency in the process of integrating digital media and computer knowledge in their didactic and pedagogical practice, such as in the use of resources such as Mobile Learning or Remote Experimentation. The study highlights the importance of the three types of knowledge — technological, pedagogical and content — to the teachers committed to the efficient integration of technology into their lessons. In addition to investigating the teachers' perception of the technological resources and their own teaching practices, this study presents a detailed picture of the actual situation through analysis of the results obtained through the questionnaire TPACK, in the Basic Education in Santa Catarina, Brazil.

Objective: This study aims to investigate the trajectory and contributions of the Remote Experimentation Laboratory (RExLab) over its 27 years of existence, focusing on the integration of technology in education and its relevance to teaching and learning. Theoretical Framework: RExLab was founded in 1997 with the aim of promoting digital inclusion and democratization of science education through the provision of Remote Laboratories. Over the years, the research group has added more resources to its projects, such as the integration of technologies in education, teacher training, and the creation of Open Educational Resources (OER), receiving several awards and distinctions along the way. Method: The research adopted a documentary and bibliographical approach, tracking the evolution and impact of RExLab from its inception to the present moment. Data collection was conducted through the analysis of documents and publications related to RExLab. Results and Discussion: The results highlight RExLab's contributions to the integration of technology in education, demonstrating its role in generating practical knowledge to solve specific problems and in understanding the experiences and perceptions related to technology in education. The discussion contextualizes these results in light of the theoretical framework, emphasizing the importance of RExLab for teaching and learning. Research Implications: This research reflects on how RExLab can continue to be an ally in the integration of technology in education, even in the face of future challenges. Its implications encompass both the field of education and applied research. Originality/Value: This study contributes to the literature by highlighting the importance of RExLab as a successful model in the integration of technology in education over time. Its relevance lies in the emphasis on the practical application of research and in promoting equality through education.

The study sought to investigate the influence of availability of internet connectivity on teachers’ integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study objectives sought to determine the influence of the degree of internet connectivity in various categories of schools on integration of information communication technology in teaching and learning and in public primary schools in Kakamega County, Kenya and to establish the influence of internet accessibility on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. The study used Technological Pedagogical Content Knowledge theory. The study used descriptive survey design. The target population of the study was 1County Director of Education, 356 public primary school head teachers and 3204 public primary school teachers. The sample size for the study was 1 County Director of Education, 189 public primary school head teachers and 356 public primary school teachers who were selected using purposive sampling, proportionate sampling, simple random sampling and census sampling techniques. The sample frame for the study consisted of 546 respondents. Data was collected using questionnaires and interview schedule. Data for this study was presented in frequency tables. Both a quantitative and a qualitative analysis of the results was performed. In order to determine the degree of relationship between internet connectivity and teachers’ integration of information communication technology in teaching and learning in public primary schools, the Chi-square (X2) test was utilized. It was anticipated that, the planners and policy makers will use the study’s findings as a basis for revamping the country’s present internet strategy in order to address the problems impending teachers’ integration of information communication technology in teaching and learning in public primary schools, students would graduate with knowledge and abilities that are competitive on a worldwide scale and go on to play an important role in the development of their country. The results of this study showed that, 76.12% of the sampled public primary boarding schools were connected to internet while 23.88%were not connected to internet. 12.84% of the public primary day schools were connected to internet while 87.16% of these categories of schools were not. The Chi-square (x2)test results showed that internet connection in public primary schools was not significantly different in public boarding primary schools than in public day primary schools (X2 =14.249, P Value =0.512). These findings indicate that, most public primary schools were not connected to internet and therefore, teachers’ integration of information communication technology in teaching and learning in public primary schools in Kenya was minimal. The study therefore recommends that, the government of Kenya through the Ministry of Education should offer broadband internet connection packages to teachers at fair installment and payment terms.

Актуальность проблемы исследования заключается в необходимости изучения влияния искусственного интеллекта (далее — ИИ) на когнитивное и эмоциональное развитие обучаемых в условиях современного образовательного процесса. С учетом возрастающей интеграции ИИ в образовательные практики важно понять, как эти технологии влияют на обучение и взаимодействие учащихся с учебным материалом и друг с другом. Наша цель — проанализировать влияние искусственного интеллекта на когнитивные и эмоциональные аспекты обучения, используя методы теоретического анализа, эмпирических исследований и сравнительного анализа образовательных практик. Изучены данные о применении технологий ИИ в образовательных учреждениях, обсуждены примеры успешного внедрения ИИ в учебный процесс. Рассмотрены адаптивные платформы обучения, чат-боты и виртуальные помощники. Исследованы возможности анализа данных и прогнозирования на базе нейросетей, а также реализация инклюзивного образования средствами ИИ. Рассмотрен пример реализации возможностей системы ProctorEdu, которая используется для контроля за экзаменами и тестирования студентов в онлайн-формате. ИИ анализирует видео- и аудиопотоки, чтобы выявлять нарушения (подсказки, использование запрещенных материалов и т. д.); Цифровой университет (МЭИ) — платформа, которая объединяет онлайн-курсы, систему мониторинга и персонализированную поддержку студентов с использованием ИИ. Эти примеры показывают, что Россия активно интегрирует ИИ в образование, что помогает персонализировать процесс, улучшить доступность и повысить качество обучения и влияние этих технологий на учащихся, например: персонализация обучения, доступ к большому количеству учебных ресурсов, развитие новых навыков, поддержка инклюзии, ускорение и упрощение процесса обучения, прогнозирование успеха и ранняя помощь, возможные риски. Установлено, что использование ИИ может положительно влиять на когнитивные способности обучаемых, помогая индивидуализировать образовательный процесс и улучшить атмосферу в учебном заведении. Авторы подчеркивают, что осознание и правильное применение возможностей ИИ в образовании, которое подразумевает использование технологий для повышения эффективности, персонализации и доступности обучения, а также для поддержки преподавателей и студентов, могут значительно повысить качество обучения, а также развитие социальных и эмоциональных навыков у обучаемых. Элементы научной новизны исследования связаны с анализом воздействия различных форм ИИ, таких как адаптивные обучающие системы и робототехнические помощники, на эмоциональное восприятие учебного процесса. Результаты исследования могут быть полезны педагогам, администрации образовательных учреждений, а также для исследователей, занимающихся вопросами интеграции технологий в образование и психологии обучения. The relevance of the research is due to the need to study influence of artificial intelligence (hereinafter, AI) on cognitive and emotional development of students in the modern educational process. Given the increasing integration of AI into educational practices, it is important to understand, how these technologies affect learning results and students’ interaction with the learning material and with each other. Our goal is to analyze the impact of artificial intelligence on cognitive and emotional aspects of learning; we use methods of theoretical analysis, empirical research, and comparative analysis of educational practices. The paper looks into application of AI technologies in educational institutions, examples of successful implementation of AI in the educational process. The objects of study are adaptive learning platforms, chatbots and virtual assistants, possibilities of data analysis and forecasting on the basis of neural networks, as well as realization of inclusive education through AI technologies. We propose an example of realizing the capabilities of the ProctorEdu system, which is used to monitor exams and test students online. AI can analyze video and audio streams to detect failures (unauthorized help, use of banned materials, etc.); Digital University (MPEI) as a platform that combines online courses, a monitoring system and personalized student support using AI). Such examples show that Russia is actively integrating AI into education, which helps to personalize the process, improve accessibility and quality of learning and the impact of these technologies on students, e. g., personalization of learning, access to a large number of learning resources, development of new skills, support of inclusion, streamlining and simplification of the learning process, prediction of success and early help, possible risks. It is found that the use of AI can have a positive impact on the cognitive abilities of learners, contributing to the individualization of the educational process and improving the atmosphere in an educational institution. The authors emphasize that awareness and proper application of AI capabilities in education, which implies the use of technology to enhance the effectiveness, personalization and accessibility of learning, as well as to support teachers and students, can significantly improve the quality of learning, as well as the development of social and emotional skills in learners. The elements of scientific novelty of the study are related to analyzing the impact of different forms of AI, such as adaptive learning systems and robotic assistants, on the emotional perception of the learning process. The results of the study may be useful for teachers, managers of educational institutions, as well as for researchers dealing with the integration of technology in education and psychology of learning.

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction, and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe.

This paper presents a longitudinal analysis of cloud computing adoption in educational contexts from 2012 to 2024, examining how these technologies have progressed through Gartner's Hype Cycle stages to become mainstream educational tools. Building upon initial research conducted in 2012, we integrate recent scholarly developments to construct a comprehensive framework for understanding cloud technology integration in education. Through systematic analysis of adoption patterns, we identify regional variations between Eastern European and Western educational institutions, highlighting how the COVID-19 pandemic accelerated cloud adoption trajectories. Our original contribution includes the development of an integrated Cloud Education Readiness Framework (CERF) that synthesizes elements from Technology Acceptance Model, UTAUT, and Hype Cycle perspectives. The results reveal that while cloud technologies have largely reached the plateau of productivity in Western educational contexts, Eastern European institutions demonstrate distinctive adoption patterns characterized by later adoption timelines but accelerated implementation during the pandemic period. Security, privacy concerns, and institutional readiness remain significant barriers to adoption, while the integration of AI and edge computing represents the emerging frontier. This research provides valuable insights for educational leadership, technology planners, and policy makers seeking to optimize cloud technology investments and implementation strategies in diverse educational environments.

The online and blended delivery of courses through the use of technologies has attracted attention and research.The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology - supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries.Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.The online and blended delivery of courses through the use of technologies has attracted attention and research. The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology-supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries. Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.

Background. The integration of technology in education has become increasingly essential for enhancing learning experiences, yet the successful use of technology in teaching relies heavily on teachers’ digital literacy. Digital literacy refers to the ability to use, understand, and evaluate digital tools effectively, and it has been identified as a critical factor influencing the adoption and implementation of technology in the classroom. Purpose. This study investigates the relationship between teachers’ digital literacy and their use of technology in teaching practices. The primary objective is to assess how teachers’ proficiency in digital tools impacts their incorporation of technology into the learning environment. Method. A quantitative research design was employed, using surveys to collect data from 200 teachers across various educational institutions. Descriptive and inferential statistics were used to analyze the data, revealing a positive correlation between digital literacy and the frequency and effectiveness of technology use in the classroom. Results. The findings suggest that teachers with higher levels of digital literacy are more likely to utilize technology in diverse and innovative ways to support student learning. Conclusion. In conclusion, enhancing teachers’ digital literacy is crucial for optimizing the integration of technology in education, thus contributing to more effective and engaging learning experiences.

The integration of big data technologies in higher education is a topic of growing interest due to its potential to revolutionize teaching, learning, and administrative processes. This study aims to explore the impact of big data technologies on educational practices and outcomes in higher education settings. Through a comprehensive investigation, including literature review, surveys, and statistical analysis, the study examines the utilization, effectiveness, and challenges associated with integrating big data technologies in educational settings. Key findings reveal a significant positive correlation between the utilization of big data technologies and the frequency of interaction among faculty, researchers, and practitioners. Additionally, faculty training is identified as a crucial factor influencing the successful integration of big data technologies in higher education. Institutional support emerges as a key facilitator in the effective implementation of big data technologies, while student readiness, including technological proficiency and willingness to engage, is found to positively correlate with integration efforts. The perceived effectiveness of big data technologies mediates the relationship between integration efforts and outcomes in higher education settings. Based on these findings, recommendations are provided to enhance the integration of big data technologies in higher education, including the need for continuous faculty training, institutional support, and student readiness initiatives. Overall, this study contributes to the ongoing discourse on leveraging data-driven approaches to enhance educational practices and outcomes in higher education.

The integration of technology in education holds immense potential to transform pediatric care and enhance the material well-being of children. This paper explores the multifaceted ways in which technological advancements can be leveraged to improve both the quality and accessibility of pediatric healthcare, as well as foster the development of crucial life skills and knowledge that contribute to children's long-term material prosperity. Utilizing technology for telemedicine, educational platforms, and data analytics can facilitate early detection of health issues, improve adherence to treatment plans, provide personalized learning experiences, and empower children with the skills needed for future economic success. This paper further examines the ethical considerations and challenges associated with integrating technology in pediatric education and healthcare, highlighting the importance of responsible implementation and ensuring equitable access for all children.

The purpose of the study was to investigate the influence of teacher training in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County in Kenya. The study objectives sought to determine the level of teachers’ training in information communication technology for integration of information communication technology in teaching and learning; ascertain the influence of teachers’ academic qualification in information communication technology on integration of information communication technology in teaching and learning and to establish the influence of teachers attendance of in service course in information communication technology on integration of information communication technology in teaching and learning in public primary schools in Kakamega County, Kenya. Technological Pedagogical Content Knowledge theory was used for the study. A descriptive survey research design was used for the investigation. The sample size was determined using the census sampling, proportionate sampling, simple random sampling, and purposive sampling techniques. The sample size included 356 public primary school teachers, 189 public primary school head teachers, and 1 County Director of Education. The study used questionnaires and interview schedules to collect responses from 546 participants. Tables and charts were used to present the data. The results were analyzed both quantitatively and qualitatively. The Chi-square (x2) test was used to assess the degree of correlation between teachers’ use of information and communication technology and teaching and learning in public primary schools. Cronbach alpha (0.05) was the criterion for significance. This study was significant since it increased our understanding and aided in the development of future ICT integration strategies for teaching in the classroom. The study revealed that the majority of public primary school teachers lacked Information Communication Technology training. In order to integrate ICT into teaching and learning, the study recommended that teachers acquire training in information and communication technology.

This article provides a model for preparing preservice teachers for the integration and implementation of technology in teaching and learning. The technology integration approach implemented focuses on a triad model that identifies three areas of technology infusion: communication, productivity, and research/instruction. This triad model demonstrates one approach for designing curriculum and appropriate experiences in a teacher preparation program that provides hands-on experience with technology as supported by the vision of the National Educational Technology Standards (ISTE, 2000). Descriptions are given of specific assignments, projects, and learning experiences designed to engage preservice teachers in enriching technological experiences to enhance their own learning while at the same time serving as a model for teaching.

The integration of technology in education has become increasingly important, with numerous studies highlighting its potential to enhance learning outcomes for students. However, the successful integration of technology in educational settings depends on various factors, including students' attitudes and perceptions toward technology adoption. This article explores students' attitudes toward the integration of technology in education, focusing on the diverse perspectives students hold and the factors influencing these views. By examining positive, neutral, and negative attitudes, the study highlights key enablers and barriers to technology adoption. Positive attitudes often stem from perceptions of increased engagement, accessibility, and interactivity, while negative attitudes are frequently tied to challenges such as technical difficulties, lack of access, or inadequate training. Neutral attitudes typically arise from ambivalence or mixed experiences with technology in learning environments. The findings underscore the importance of factors such as equitable access to devices and the internet, digital literacy training, teacher support, and the perceived relevance and usefulness of technology in enhancing educational outcomes. The study emphasizes the role of institutional policies and cultural contexts in shaping students' experiences and attitudes. The paper concludes with actionable recommendations for educators and policymakers. These include investing in robust digital infrastructure, offering professional development for teachers to effectively integrate technology, and creating participatory frameworks where students can contribute feedback on technology use in classrooms. Addressing these aspects can foster a more inclusive, engaging, and effective use of technology in education, ultimately bridging gaps and empowering students in diverse learning environments.

Artificial Intelligence in Education (AIEd) offers advanced tools that can personalize learning experiences and enhance teachers' research capabilities. This paper explores the beliefs of 425 university teachers regarding the integration of generative AI in educational settings, utilizing the UTAUT2 model to predict their acceptance and usage patterns through the Partial Least Squares (PLS) method. The findings indicate that performance expectations, effort expectancy, social influence, facilitating conditions, and hedonic motivation all positively impact the intention and behavior related to the use of AIEd. Notably, the study reveals that teachers with constructivist pedagogical beliefs are more inclined to adopt AIEd, underscoring the significance of considering teachers' attitudes and motivations for the effective integration of technology in education. This research provides valuable insights into the factors influencing teachers' decisions to embrace AIEd, thereby contributing to a deeper understanding of technology integration in educational contexts. Moreover, the study's results emphasize the critical role of teachers' pedagogical orientations in their acceptance and utilization of AI technologies. Constructivist educators, who emphasize student-centered learning and active engagement, are shown to be more receptive to incorporating AIEd tools compared to their transmissive counterparts, who focus on direct instruction and information dissemination. This distinction highlights the need for tailored professional development programs that address the specific beliefs and needs of different teaching philosophies. Furthermore, the study's comprehensive approach, considering various dimensions of the UTAUT2 model, offers a robust framework for analyzing technology acceptance in education.