Technology Integration In Education Research Articles

The Requirements and Impacts of Teachers' TPACK Competency for AI Application in Education During the Digital Era

Teachers' competence in effectively integrating technology, pedagogy, and subject content (TPACK) has long been a critical area of research. However, despite its importance, educators continue to face emerging challenges in adapting to the rapidly changing educational landscape driven by digitalization and globalization. This paper identifies three major challenges faced by educators in the integration of educational technology: insufficient adaptation to new technologies, difficulties in applying technology-enhanced instructional strategies, and the overwhelming abundance of teaching resources. The lack of strong informational literacy among teachers exacerbates these challenges. This study argues that the development of the TPACK competency can address these issues by equipping educators with the necessary skills to comprehend, manipulate, and integrate new technological tools into their teaching. Based on this, the paper proposes the following recommendations: the introduction of specialized technological training programs, ongoing pedagogical development and reflective activities, and academic sharing and self-oriented learning. These strategies are vital for refining educators' adaptability in the digital age and contribute to their professional growth.

Digitalisasi Pendidikan Agama Islam: Peran Software dalam Proses Pembelajaran

This study aims to analyze the benefits and challenges of software implementation. This study uses a literature study method to explore the role of software in the digitization of Islamic education. The sources were selected based on their relevance to key themes, including the integration of technology in Islamic education, the use of digital tools in the pedagogical process, and the challenges and opportunities associated with educational software. Data collection follows a structured process, which involves searching for keywords in databases such as Google Scholar with terms such as "digital Islamic education", "educational software in Islamic studies", and "technology in religious learning". This analysis focuses on categorizing findings into thematic areas, including teaching methods, learner engagement, and teacher support, to provide a comprehensive understanding of the subjects. The results of the analysis show that the integration of software in Islamic Religious Education learning provides many benefits, such as increasing interactivity and accessibility of learning. However, its implementation requires adequate infrastructure support and training. The benefits of Technology Integration are interactivity, helping to create an interesting, dynamic learning environment, and supporting active student participation. Accessibility allows students and teachers to access a wider range of learning resources, anytime and anywhere

Virtual labs in life sciences education: A case study of grade 10 learners in selected South African rural schools

This study investigated the effectiveness of virtual reality lab activities in enhancing grade 10 learners’ understanding of life sciences concepts and science process skills. A quasi-experimental design was employed, with a control group using traditional teaching methods and an experimental group using virtual reality lab activities. The results showed significant improvements in the experimental group’s understanding of life sciences concepts and science process skills, including making observations, interpretation, measurement, recording data, and planning an investigation. The virtual reality lab activities were found to be effective in enhancing learners’ understanding and skills, with significant differences observed between the control and experimental groups. The study’s findings suggest that virtual reality lab activities can be a valuable tool for teaching life sciences and promoting science process skills and have implications for the integration of technology in science education.

Digital intelligence technology and curriculum ideology in sports colleges: the mediating roles of teaching effectiveness and student engagement

IntroductionThis study explores the role of digital intelligence technology (DIT) in indirectly enhancing curriculum ideological effectiveness in sports colleges through improvements in teaching effectiveness and student engagement. The research provides insights into how technology integration can influence ideological and political education outcomes.MethodsA nationwide sample of 804 faculty and student respondents was analyzed using a chain mediation model grounded in the Technology Acceptance Model, Self-Determination Theory, and Educational Ecosystem Theory. Structural Equation Modeling (SEM) was applied to examine the relationships between DIT, teaching effectiveness, student engagement, and curriculum ideology outcomes.ResultsThe findings reveal that DIT significantly enhances teaching effectiveness and student engagement, which sequentially contribute to improved curriculum ideology outcomes. Student engagement accounted for a greater proportion of variance compared to teaching effectiveness, emphasizing the critical role of interactive learning in ideological and political education.DiscussionThis study introduces a novel chain mediation pathway—DIT → Teaching Effectiveness → Student Engagement → Curriculum Ideology—highlighting the synergistic relationship between teaching quality and learner participation. The findings provide theoretical contributions to understanding technology integration in sports education and practical recommendations for professional development and interactive classroom practices to optimize the impact of DIT.

Status of technology utilization in science-based instruction in selected schools in Sarangani, Davao Occidental, Philippines

This study reported the status of technology utilization in Science-Based Instruction in the schools of Sarangani District, Davao Occidental. It was conducted during the academic school year of 2022-2023. Forty-eight elementary and junior high school teacher respondents from fifteen (15) schools were interviewed using validated survey questionnaires. The results showed that laptops, desktop computers, printers, USB flash drives, and speakers were commonly used technological tools. Moreover, the science teachers were moderately skilled in utilizing technology in science-based instruction. Regarding the level of technological implementation, the science teachers have slightly applied technology integration in science instruction. At the same time, they practiced technology integration in the implementation of science instruction, and the training programs were provided. To improve technology utilization on Sarangani Island, the DepEd has to allocate more educational technology capability-building training for teachers. Moreover, DepEd has to establish active partnerships with local and provincial government units to improve its facilities and resources, namely electricity and internet connectivity.

Education 5.0 and Sustainable Development

Education is a key to national development. It not only opens doors of new opportunities but also empowers the individual with knowledge and wisdom to face challenges and solve various problems. Education helps in the transmission of culture, social upliftment, and political integration. With new opportunities, there come new challenges where education helps in dealing with such issues. Modern Education aims at helping students to acquire various skills like critical thinking, creative thinking, communication skills, problem-solving skills and lifelong learning. The education framework has changed from the Education 1.0 level to the present Education 5.0. This framework focuses on the needs of the learner, the demand of society and different teaching strategies and methods. In Education 1.0 the teacher taught within the confines of the physical four-walled classroom. No technology was used, and the teacher acted as an autocratic leader. It transformed into the present Education 5.0 level slowly but steadily due to the requirements of the learner, the changing needs of society and the adoption of various teaching approaches. Dr. A.P.J. Abul Kalam rightly said that Education is the holistic development of individuals at all level be it spiritual, academic, physical or psychological. The learner changed after the COVID-19 pandemic and the world needed sustainable development which shifted the paradigm from technology integration in Education to the involvement of various human skills like empathy, sharing, values etc. The present paper thus explores Education 5.0 for Sustainable Development.

The Evaluation and Comparison of Translation Technologies on the Learning Outcomes of Legal Text Translation Studies

This paper analyses the relationship between translational technology and learning outcomes and investigates the type of translational technology most beneficial towards students’ translations of legal texts. This study tests whether differences were found in the learning outcomes of legal text translation for students with high and low placement test scores using Machine Learning. Translations were conducted from Indonesian to English and vice versa, encompassing students from leading Indonesian universities enrolled in a professional legal translation certification programme. This research was designed with a treatment by level 3x2, quantitatively analysing the impacts of Machine Learning, Google Translate, and Online Dictionaries. The study revealed statistically significant interactive effects among the variables of translational technology in relation to the outcomes of legal translation learning. The data indicated variances in the students' learning with Machine Learning demonstrating the most substantial influence. We also found that low-scoring students on the placement test who used Machine Learning in translating legal texts revealed better learning outcomes than high-scoring students. This insight is useful for educators and scholars designing legal translation courses. This could also serve as a foundational element in the field of English for Specific Purposes particularly concerning the integration of technology in legal translation education.

Assessment of Knowledge and Skills for Technology Integration among Primary School Teachers in Kano State Nigeria

This study aimed to assess the knowledge and skills of primary school teachers in Kano State, Nigeria, in terms of integrating technology into classroom teaching. It studied the knowledge, skills, factors influencing technology integration, and barriers faced by primary school teachers in Kano State, Nigeria. The aim was to evaluate the readiness of teachers for effective technology use in the classroom and identify key challenges to its integration. A survey design was employed, with data collected from 365 teachers using a structured questionnaire. Descriptive and inferential statistical analyses were conducted to examine the teachers' technology knowledge, skills, and perceptions of the barriers to integration. The results revealed that most teachers possessed moderate to low levels of technology knowledge and skills, with positive attitudes and access to technology being key factors influencing adoption. Major barriers included inadequate infrastructure, limited access to training, and resistance to change. The study also identified significant differences in technology knowledge based on years of teaching experience, and significant relationships between barriers and technology use. The findings highlight the need for targeted interventions, including professional development programs, improved infrastructure, and policies that promote a positive attitude toward technology. These interventions are crucial for enhancing technology integration in primary education and improving educational outcomes in Kano State.

TPACK 발달 단계를 고려한 강의를 통해 나타난 초·중등 예비 교사의 테크놀로지 활용 수업에 관한 인식

Objectives This study examined the perceptions of 10 pre-service teachers from a teacher training university lo cated in a mid-sized city regarding technology-integrated instruction after participating in lectures designed based on the TPACK developmental stages. Methods To achieve this, a 15-week lecture program was developed based on prior research, considering the TPACK developmental stages. Subsequently, data were collected from pre-service teachers, including their tech nology-integrated lesson objectives, group lesson rehearsal observation reports, and reports on the development of their technology integration competencies. The pre-service teachers’ lesson objectives for technology-in tegrated instruction were rephrased and categorized into two main themes, and their perceptions of technology were analyzed. Additionally, changes in their preconceptions and perspectives on technology-integrated instruction were examined using the group lesson rehearsal observation reports and the competency development reports. Results The analysis of pre-service teachers’ objectives for technology-integrated instruction revealed two dis tinct groups. One group responded with a desire “to develop the ability to create teaching and learning materials using technology (TCK),” while the other expressed a goal “to gain the ability to conduct effective lessons using technology (TPK).” Pre-service teachers in the TCK group demonstrated positive and progressive perceptions of technology-integrated instruction. In contrast, those in the TPK group exhibited negative or reflective perceptions. Additionally, pre-service teachers initially faced challenges in conducting technology-integrated instruction on topics related to the humanities and social sciences. However, throughout the lecture program in this study, they experienced a shift in perception, overcoming these difficulties. Conclusions The results of this study indicate that pre-service teachers who aimed to develop TCK competencies rather than TPK competencies through the lecture program based on TPACK developmental stages held more positive perceptions of technology-integrated instruction. Additionally, their perceptions of conducting technol ogy-integrated lessons on humanities and social science topics showed notable improvement. Based on these findings, it is necessary to enhance pre-service teacher education programs to better support the development of competencies required for effective technology-integrated instruction.

How often do University Students use Artificial Intelligence in Their Studies?

This study deals with the use of Information and Artificial Intelligence technologies with education. The purpose is to investigate students' use of Artificial Intelligence (AI) in their studies. The authors have used a survey of 882 Ukrainian university students, graphical and tabular result presentation, t-statistics, and zstatistics with a high significant level of 0.01. The authors have found out that students use AI in their learning process: every day 8.0% – 31.0%, 3-4 times/week 6.0% - 15.0%, 1-2 times/week 17.0% - 20.0%, 1-2 times/month 14.0% - 40.0%, never 20.0% - 29.0%. Research novelty is: confirming two Research hypotheses, new scientific facts about the use of AI technologies in the learning process, and the absence of the need to develop proposals for improving the teaching process using AI technologies because university teachers provide students with a real-world AI-enabled environment that is adequate for student needs in their studies. The results are very important for monitoring the use of AI in higher education. The new data can help to make management decisions to achieve high-quality education. The new research findings contribute to the growing debate on the integration of information technology, computers, and AI technologies in education.

Instructional Technology and Students’ Performance in Art and Design in Selected Secondary Schools in Kyamuhunga Sub County, Bushenyi District

Instructional technology plays a crucial role in enhancing educational outcomes, as its effective implementation significantly impacts teaching methods and student performance. Ensuring its integration in classrooms involves addressing challenges ranging from resource availability to teacher competence, each influencing its success in promoting learning outcomes. This study investigates the relationship between instructional technology and students’ academic performance in art and design within Kyamuhunga Sub-County, Bushenyi District. Using a descriptive research design, data were collected from teachers, students, and school administrators to identify critical challenges and opportunities. Key factors influencing the use of instructional technology included limited access to digital tools, such as projectors and computers, insufficient teacher training, and inadequate infrastructure in rural schools. These gaps contribute to a reliance on traditional teaching methods, hindering innovation and creativity in art and design education. The study findings underscore that limited integration of instructional technology negatively affects students’ ability to develop practical and creative skills, crucial for both academic success and future career opportunities. To address these challenges, it is recommended that schools receive increased government support to equip classrooms with essential technology and alternative power sources like solar energy. Additionally, teacher training programs should be enhanced to build capacity in utilizing instructional tools effectively. Public and private partnerships can also play a role in fostering innovative learning environments. By addressing these factors, the integration of instructional technology can be optimized, improving educational outcomes and fostering a more skilled and innovative student population in the community. Keywords: Instructional Technology, Art and Design, Academic Performance, Teaching Resources, Digital Tools

Effective online methods and pedagogical insights in digital creativity for literature education

The transition to distance learning during the pandemic has highlighted the imperative to adapt all academic disciplines, including literature, to an online format. The aim of this study is to ascertain the most efficacious pedagogical approaches for the remote teaching of literature courses, with a particular focus on the distinctive requirements of artistic interpretation, which has traditionally benefited from real-time interaction. The methodology comprised surveys and experimental analysis conducted with 300 students at the Kazakh National University. The research compared traditional online teaching methods with innovative techniques, including game-based learning, problem-based learning, case studies, brainstorming, multimedia technologies, information literacy skills, and programmed learning. The results demonstrate that these contemporary strategies markedly enhance students’ comprehension and engagement, as evidenced by elevated academic performance and a more profound grasp of the course material. The integration of advanced technologies in distance education provides students with the opportunity to experiment with new ways of expressing their literary understanding. The findings of this study indicate that distance learning in literature can be highly effective when tailored pedagogical strategies and technological tools are employed. However, the management of these systems requires economic decision-making and further social and technological adaptations, particularly for disciplines like literature where a nuanced approach to artistic content is essential. This study provides recommendations for refining online literature courses to optimise student engagement and comprehension in virtual learning environments.

The use of ICT in classrooms: The effect of the pandemic

Abstract Although various studies advocate for the integration of information and communication technologies in education, the forced digitization caused by the pandemic has yielded contradictory results on student learning. Conversely, research has shown that when students manage ICT, they achieve better learning outcomes but when teacher-centered approaches are employed, their effects on learning tend to be negative. Has the pandemic crisis served to promote or hinder the integration of ICT in classrooms? Have the uses of ICT changed? This article focuses on whether changes after the mandatory use of ICT in classrooms during the pandemic have favored the integration of digital technologies in classrooms. The analysis of these results has not only practical implications but also theoretical, since they allow us to test the influence of different variables on the change in teaching conceptions and practices. 731 primary and secondary Spanish teachers responded to a questionnaire investigating the frequency with which they used ICT in their classrooms, the type of use they made, and the learning outcomes they promoted. The results showed that teachers reported a higher use of ICT than in previous periods. Also, similar to studies before and during the pandemic, these results indicated a higher frequency of teacher-centered activities, mainly oriented towards the transmission of verbal content. However, this effect seems to have been moderated after the pandemic. There were, however, different teacher profiles reflecting different styles in the educational use of ICT. A critical variable for making student-centered use of ICT seems to be the frequency of use. Those teachers more familiar with ICT tended to make more complex and varied uses, suggesting that their inclusion in teacher training should be an essential step to promote the integration of ICT in classrooms.

Quality Education: Practicality of the 3CEL Learning Model to Improve the Tpack of Preservice Chemistry Teachers For SDGs

Objective: This research aims to analyze the practicality of the 3CEL (cretive collaborative with critical experience) learning model in improving the TPACK of preservice chemistry teacher students. Theoretical Framework: This research refers to the concepts of TPACK (Technological Pedagogical Content Knowledge), 3CEL learning model, sustainable development goals (SDGs), constructivism in learning, TPK (Technological Pedagogical Knowledge), chemistry education theories, technology integration in education, professional development in teacher education, active learning and student-centred approaches, and blended learning. Method: This study is part of the research on developing the 3CEL learning model to improve the TPACK of prospective chemistry teacher students. This study reviews the practicality of the 3CEL learning model from the implementation aspect and the activities of preservice chemistry teachers during the implementation of the 3CEL learning model. Results and Discussion: The research results show that the five stages of the 3CEL learning model, namely orientation, collaborative planning, presenting, simulation, and critical experience-based reflection can be implemented correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the 3CEL learning model have increased at each meeting. Research Implications: The practical achievements of the 3CEL learning model can be a new parameter in improving the quality of education and have great potential to support the achievement of various SDG goals, especially in the context of quality education (SDG 4). By mastering the integration between technology, pedagogy, and content, teachers can teach students more effectively while introducing global issues and sustainability. Originality/Value: This study is expected to provide practical solutions for preservice chemistry teachers in developing their TPACK competencies, so that they can become more prepared and competent teachers. The results of this study are expected to contribute to the development of more effective learning models in the context of chemistry education. This study can provide new insights into practical approaches in developing TPACK competencies, which can be applied in various other educational contexts.

Menemukan Cahaya: Peran Guru dalam Membamgun Semangat Belajar

This study aims to explore the strategic role of teachers in building students' enthusiasm for learning amidst modern challenges, such as technological developments, the impact of the pandemic, and social change. The research methodology uses library research with content analysis to review relevant literature on learning strategies and student motivation. The results of the study indicate that the role of teachers as facilitators, motivators, inspirators, guides, and evaluators is very influential in increasing students' learning motivation. Innovative and adaptive teachers are able to create a fun, relevant, and interactive learning environment, so that students are more motivated to learn. This study highlights the importance of professional training for teachers and the integration of educational technology to overcome obstacles faced in the learning process.

Pemanfaatan Powerpoint Interaktif sebagai Media Pembelajaran dalam Meningkatkan Partisipasi Aktif Siswa pada Mata Pelajaran Pancasila Materi Bhineka Tinggal Ika (Penelitian Deskriptif Kelas X Multimedia SMK PGRI 3 Kota Serang)

This study examines the utilization of interactive PowerPoint as a learning media to enhance students' active participation in Pancasila subjects, specifically the material of Bhineka Tunggal Ika, using a descriptive qualitative research method. The primary objective of this study is to understand how interactive PowerPoint can be implemented in the learning process and how its use affects students' involvement in the classroom. The research was conducted at SMK PGRI 3 Kota Serang involving 43 tenth-grade multimedia students and one Pancasila teacher as participants. Data was collected through in-depth interviews with teachers and students, observations during the learning process, and analysis of documentation related to the implementation of interactive PowerPoint. Observations were conducted to assess classroom dynamics, student participation levels, and interactions that occurred during learning sessions. The results of the analysis indicate that the use of interactive PowerPoint significantly increased student involvement in learning. Students showed greater interest and actively participated in discussions and activities presented through PowerPoint. Teachers also reported that the material delivered with the help of interactive PowerPoint was easier to understand and more interesting for students. Several PowerPoint features, such as interactive quizzes and animations, proved effective in facilitating the understanding of the concept of Bhineka Tunggal Ika. This study concludes that interactive PowerPoint is an effective tool for enhancing students' active participation in Pancasila learning. The use of this media not only increases student involvement but also assists teachers in delivering material in a more engaging and interactive manner. These findings provide valuable insights into the integration of technology in education and offer recommendations for the development of more innovative learning methods.

Leveraging artificial intelligence as a learning tool in higher education

The integration of Artificial Intelligence (AI) technologies in education has gained significant attention, particularly in the context of higher education, in recent years. Despite concerns about academic integrity, academics recognise the opportunity for AI to foster critical thinking and prepare students for real-world scenarios. However, its integration into courses requires careful consideration of course objectives and ethical implications. This study explores the utilisation of AI in higher education settings, focusing on its role as a learning tool. The study systematically reviewed 87 empirical studies from databases between 2014 and 2024 to investigate the benefits, challenges, and implications of incorporating AI into higher education. Additionally, it examines the potential impact of AI on teaching methodologies, student outcomes, and the overall learning experience. The findings of this study underscore the significant influence of AI integration in higher education on teaching methodologies. This integration promotes personalised and adaptive instruction, enhancing student engagement, performance, satisfaction, and overall learning experiences. However, the adoption of AI in higher education raises significant ethical concerns that demand careful consideration. These concerns include data privacy, algorithmic bias, intellectual property rights, and academic integrity. Academics' perspectives on AI adoption vary based on technological proficiency, pedagogical beliefs, and institutional support. Successful AI integration necessitates alignment with pedagogical theories such as constructivism, connectivism, and self-directed learning, ensuring a robust technical infrastructure and addressing ethical considerations to maximise benefits while minimising risks.

Enhancing students' critical thinking skills in physics: Exploring problem-based learning and mobile technology integration in rotational dynamics education

Enhancing students' critical thinking skills in physics: Exploring problem-based learning and mobile technology integration in rotational dynamics education

Education 4.0: Teachers’ Strategies, Needs, And Challenges

This study examines the evolving educational environment shaped by the Fourth Industrial Revolution, which necessitates innovative approaches to teaching and learning. The research focuses on the integration of technology in education and the corresponding competencies required by teachers to meet the demands of 21st-century learners. The study specifically investigates the strategies, needs, and challenges faced by secondary teachers in the Third Congressional District of Iloilo in transitioning towards Education 4.0. Grounded in the theoretical framework of Connectivism, the study employs a descriptive-correlational research design, utilizing a structured questionnaire to gather data from 296 respondents. Findings reveal that while teachers are eager to adopt Education 4.0 strategies, they face significant challenges, including limited access to resources, insufficient training, and varying levels of digital literacy among students. The study concludes with recommendations for enhanced professional development, improved access to technological resources, and the promotion of collaborative learning environments to better support teachers in this transition. These findings hold significant implications for stakeholders, including educational authorities, school administrators, and policymakers, in fostering a future-ready educational system. Keywords: Education 4.0, Fourth Industrial Revolution, Connectivism, digital literacy, teacher competencies, innovative teaching strategies, professional development, technological integration

Enhancing School Administration in Rural South African Schools: Challenges and Opportunities-Using the Scooping Review Method

This scoping review investigates the deployment and operational challenges of the South African School Administration and Management System (SA-SAMS) within rural secondary schools in the iLembe District. Aiming to understand the integration of Information and Communication Technology (ICT) in educational administration, this review analyses existing literature from 2008 to 2024 to map the effectiveness and obstacles encountered by SA-SAMS. Rural schools often need help adopting technological innovations due to inadequate ICT infrastructure, limited access to technology, and a deficit in training and support for educators and administrators. The review highlights that while SA-SAMS is designed to enhance administrative efficiency and improve data management, its implementation needs to be improved by these systemic issues, complicating its potential benefits. Furthermore, using the Technology Acceptance Model (TAM), the review identifies a need for targeted interventions, including enhanced training programmes, better ICT resource allocation, and infrastructure development. Overcoming these challenges could improve educational outcomes by enabling more efficient school management practices. This review contributes to the broader discourse on educational technology integration in rural settings, providing a foundation for policy recommendations and future research to optimise the use of SA-SAMS in improving school administration.