Technology Integration Skills Research Articles

Project-Based Teacher Technology Learning a Case Study of ChatGPT Application

This study investigates the effectiveness of project-based learning (PBL) in enhancing teacher technology proficiency, using ChatGPT as a case study. The research involved engaging teachers in technology- driven projects, supported by ChatGPT, to evaluate improvements in their digital tool usage and instructional methods. Findings reveal that teachers significantly improved their technology integration skills, exhibited higher confidence, and provided positive feedback on the hands-on, collaborative learning process. Specific applications of ChatGPT, such as personalized tutoring and content creation, were highly valued. The study highlights the potential of PBL and AI tools like ChatGPT in advancing professional development for educators. Recommendations for educational policy and future research are also discussed.

Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21<sup>st</sup> century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

Technological pedagogical content knowledge for twenty-first century learning skills

The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion of advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative in Africa, where the demand for skilled professionals is burgeoning. This study delves into the transformative potential of TPACK for African educators, emphasizing its role in equipping them with skills to prepare students for Industry 5.0 demands. Through a systematic literature review spanning from 2000 to 2024, this research examines TPACK's multifaceted dimensions and its relevance to twenty-first-century learning skills in Africa. It scrutinizes how emerging technologies like artificial intelligence reshape pedagogical practices and content delivery in African educational contexts. Furthermore, it explores TPACK's ability to empower teachers in nurturing critical thinking, problem-solving, and digital literacy among students, essential for navigating the complexities of Industry 5.0. The findings underscore the necessity for tailored professional development programs integrating TPACK into African teacher training curricula. Moreover, the research stresses the importance of contextualizing TPACK within the socio-economic and cultural realities of African classrooms to ensure its efficacy. Additionally, the study highlights the pivotal roles of government policies and educational institutions in providing necessary support and resources for widespread TPACK adoption among educators. This research advocates for a paradigm shift in African teacher education, highlighting TPACK's centrality in preparing educators for Industry 5.0 challenges and opportunities. By equipping teachers with adept technology integration skills, African nations can foster innovative and globally competitive learners poised to thrive in the fourth industrial revolution.

Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring

Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.

An Investigation of TPACK-Practical for Teaching English as a Foreign Language

Technological Pedagogical Content Knowledge (TPACK) has been a common subject for different educational purposes from the planning of teaching process to testing and assessment practices. The term "TPACK-Practical" refers to a framework based on teachers' knowledge and experience that takes into account the theoretically described TPACK model's structure and the process of teaching practice. The present study aims to describe the nature of technology integration among Turkish EFL in-service instructors by exploring their skill levels to implement their TPACK-Practical in their classroom practices, and by explaining the relationships between these skill levels and some demographic variables. The research was conducted in the contexts of the Schools of Foreign Languages at various universities in Turkey at the end of the second term of 2022/2023 academic year. All EFL instructors teaching at the university level are the study's target population; however, the convenience sample chosen for the study on a voluntary basis only included 155 EFL instructors from these schools who responded to the questions on the data collection instrument (TPACK-Practical scale developed by Yeh et al., 2014). To comprehensively understand the participant profile and collect data to analyze the relations between the variables, the participants' demographic characteristics were also considered. The study has a quantitative research design that employs descriptive statistics to describe the demographic information and scale results; and correlation analysis, independent sample t-test, and ANOVA test to explain the relationships between the variables. Results of the study have revealed that EFL instructors generally use their TPACK-Practical skills in classroom applications at a "sufficient" level (at the lowest level in the Assessments area and at the highest level in the Subject Content area), and that demographic variables have no significant effect on their technology integration skills.

Technology integration skills, technostress, and self-efficacy of selected public elementary teachers in District III of Batangas city

The learning preference of students nowadays has changed due to technology. According to Hartman et al (2019), students no longer prefer the passive dissemination of information being delivered by a teacher. Yango et al. (2019) posit that studies show the introduction of the computer and the use of information and communications technology (ICT) in interpersonal interactions have altered how people interact with one another. Hence, teachers must be skillful enough to integrate technology into the learning process. Akram et al .(2022) revealed in their study that teachers have favorable opinions of the use of technology in teaching and learning procedures. They believe that incorporating technology into their lessons helps them improve their teaching strategies, make learning engaging and interactive, and keep students motivated. However, Dong et al. (2019) posit that teachers are under pressure to keep up with new technologies and to develop pedagogical usage of technologies due to the rapid development of technologies and the gradually increasing requirements for technology integration into teaching. Technostress is understood to be the adverse psychological reaction to the stress that results from using technology (Llorens as cited in Penado et al, 2021). According to studies, using technology in the classroom not only improves learning but also has a negative impact on both the self-efficacy of teachers and their satisfaction with their jobs (Lee & Lim, 2020). This study determined the respondents’ technology integration skills; level of technostress in terms of techno-overload, techno-invasion, and techno- complexity; level of teachers’ self-efficacy; and the relationship between respondents’ level of technology integration skills and level of technostress; between respondents’ level of technology skills and level of self-efficacy; between the respondents’ level of technostress and level of self-efficacy; and how predictive are the level of technology integration skills and level of technostress taken singly or in combination, level of self-efficacy of teachers in public schools in Batangas City. The researcher utilized descriptive-correlational method of research with the help of survey questionnaire as the main source of data. Out of the total population of 153 teachers from District III in Batangas, 110 were selected as the respondents. Based on the findings, the following conclusions were drawn: the teachers’ level of technology integration skills is high; their level of technostress is low; the while their level of self -efficacy is high. Meanwhile, findings revealed that the higher the teachers’ level of technology integration skills, the higher their level of technostress; also the higher the level of teachers’ technology integration skills, the higher their level of self-efficacy, lastly the higher the teachers’ level of techno-invasion, the higher their level of self-efficacy. In addition, it was also found that the independent variables techno- overload and overall technostress are drivers of level of teacher self-efficacy among public elementary school teachers.

Key factors influencing teachers' motivation to transfer technology-enabled educational innovation.

In response to the digital transformation in education, teachers are expected to develop new competencies. Although teachers gained valuable experience in digital technology use during the COVID-19 pandemic, research and practice show that primary school teachers need to be supported and trained for the new normal of innovative, advanced use and adoption of digital technologies in educational practice. This study aims to identify the key factors that influence teachers' motivation to transfer technology-enabled educational innovation in primary education. The Learning Transfer System Inventory (LTSI) factors and the adoption factors of technology-enabled educational innovation have been conceptually mapped. The LTSI model has been empirically validated with data collected from 12.7% of Lithuanian primary school teachers. The structural equation modeling technique was utilized to analyze causal relationships of factors influencing teachers' motivation to transfer technology-enabled educational innovation. The qualitative research method was used to provide a deeper understanding of key factors that influence motivation to transfer. The conducted analysis shows that motivation to transfer is significantly influenced by all five domains of factors: perceived value, personal characteristics, social practices, organizational and technology-enabled innovation factors. Motivation to transfer innovation varies according to teachers' perceived digital technology integration skills, which underpin the importance of applying different roles and strategies based on the teachers' skills. This study provides implications for designing effective professional development for in-service teachers and creating a suitable environment in schools for the adoption of innovation in post-COVID-19 education.

Instruments for Measuring Pre-service Mathematics Teachers‘ TPACK Skill in Integrating Technology: A Systematic Literature Review

A Systematic Literature Review (SLR) was undertaken by many researchers to examine studies that examined Pre-Service Mathematics Teachers’ technology integration skills in the Technological Pedagogical Content Knowledge (TPACK) framework. However, there has been little SLR research that analyzes the tools employed by earlier studies to measure these skills. As a result, this SLR investigates the instruments used to assess Pre-Service Mathematics Teachers’ (PSMTs) TPACK skills in integrating technology during teaching practice by addressing three issues: 1) what instruments have previous studies used to assess PSMTs’ TPACK skills in integrating technology? 2) what instruments are frequently used as references? and 3) what other frameworks are combined with TPACK in the measurement? This study adhered to the PRISMA guidelines based on the Scopus and Web of Science databases. This study filtered out 17 papers in total. According to the findings of this study, the TPACK questionnaire is the most commonly utilized instrument by researchers in the examined studies. The best appropriate instrument is the TPACK questionnaire created by Schmidt et al. Finally, attitude and perception are heavily incorporated into studies testing the TPACK skills of PSMTs. Future studies can use this study to determine the best instrument for testing PSMTs’ TPACK skills.

Pre-service English Language Teachers’ Readiness for Online Teaching

As a consequence of the sudden global outbreak of the COVID-19 pandemic, all the countries around the world, including Türkiye, had to adopt online education as a substitute for face-to-face education, thereby leading to a radical and unprecedented transformation. In this respect, pre-service teachers’ readiness for online teaching gained greater significance as they had to switch from face-to-face teaching to online teaching. Accordingly, this study aims to identify pre-service English language teachers’ (PELTs) readiness for online teaching. A qualitative research design was adopted in this research. The data were collected through an open-ended survey from 45 PELTs who study at the department of English language teaching at a state university in Türkiye. The technique of content analysis was employed for the analysis of the data gathered. The findings indicated that even though most of the PELTs perceived themselves as ready to teach online, they expected their department/faculty to provide them with a more structured and efficient training in terms of improving their technology integration skills into their instruction. Moreover, a great majority of the PELTs expressed their worries about insufficient technological equipment and technical problems in their future classrooms.

Integrasi Teknologi dalam Pembelajaran Matematika: Belajar dari SAMR dan MAAAD

We are now facing a growing demand of using technology in mathematics classrooms due to the unprecedented Covid-19 pandemics era. In this situation, most teachers among the globe including Indonesia have to employ remote learning practice without proper training and sufficient experience in doing so. This article aims to provide teachers and mathematics education communities, especially in Indonesia, with some research-based principles mainly from SAMR and MAAAD frameworks on how they productively incorporate technology in their mathematical teaching and learning. By doing so, we explain how we can improve our technology integration and how we analyse technology affordances. In addition, we also raise the importance of acknowledging technology limitations, along with the discussion on what to do next for improving our technology integration skills. 
 
 Keywords: MAAAD, Mathematics Education, SAMR, Technology Integration.

Pre-Service Teachers’ Technological Pedagogical Content Knowledge (TPCK) Related to Calculator-Based Laboratory and Contextual Factors Influencing Their TPCK

The purposes of this study were to determine pre-service physics teachers’ TPCK related to Calculator-Based Laboratory and to examine influences of some contextual factors on their TPCK. This research was based on the transformative model of TPCK that conceptualizes TPCK as a unique body of knowledge. Multiple case study design was used. Both qualitative and quantitative research methods were implemented to collect data. Correlations between TPCK and contextual factors were calculated to seek statistical relationships. The participants of the study were senior pre-service physics teachers. Their knowledge, ability, and practice of TPCK were measured by using various methods including observations, lesson plans, and interviews. More data were collected associated with the participants teaching philosophies and their attitudes towards CBL technology by using individual interviews, reflective journals, and surveys to focus on context related factors. Results of this study conclude that pre-service physics teachers can reflect CBL technology integration skills into their practices more successfully than to their lesson plans. They can behave like an expert while using CBL technology in their teaching. In addition, pre-service physics teachers have high level TPCK related to CBL; hence, they have tendency to use CBL technology as a learning tool and have a coherent knowledge about this technology, pedagogy and content. This study also concludes that instructional philosophy and awareness of CBL technology usage have significant impacts on their TPCK related to CBL. Having student-centered instructional philosophy and awareness of the specific technology integrated into instruction would contribute performing sophisticated TPCK.

Instructional digital badges: effective learning tools

Digital badges, widely known as alternative or micro-credentials, have gained increasing recognition in recent years as innovative pedagogical tools in higher education. Despite many anecdotal and conceptual statements of value, the effectiveness of using digital badges to improve learning performance is still largely unknown. This study addressed this gap by investigating the impact of these badges with added instructional scaffolding on pre-service teachers’ perceived technology capabilities and their actual learning performance while studying within a large undergraduate technology integration course. Compared with similar participants who experienced traditional instructional projects instead of the badges, those learning with digital badges not only reported higher levels of perceived confidence in their technology integration skills but also achieved higher levels of course assignment and overall course grades. Conclusions from this study offered ways to improve learning performance with the support of digital badge technology and drew implications for future scholarship in this area.

Pre-Service Teachers’ Perspectives on Their Preparedness to Use Technology in Classrooms in the United Arab Emirates: A Qualitative Approach

This study is aimed at understanding United Arab Emirates (UAE) pre-service teachers’ perspectives on their preparedness to use technology for future classroom practices, as well as their instructors’ perspectives on pre-service teachers’ preparedness to use technology for future classroom practices. It also looks into the pre-service teachers and instructors’ suggestions for future action plans to maximize the preparedness and the factors that influence the acquisition of knowledge and skills regarding technology integration in the classroom. In addition, the study is based on the Technological Pedagogical and Content Knowledge (TPACK) model as a framework to assess and reflect on the technology integration skills of pre-service teachers. This study was conducted in three selective universities in the United Arab Emirates (UAE) by use of a qualitative approach from interviews with 12 pre-service teachers and 6 instructors. It used thematic analysis for the interviews to understand the pre-service teachers´ and their instructors´ perspectives on TPACK variables. In addition, thematic analysis was used for suggestions and recommendations. The analysis showed that in general, pre-service teachers are confident when it comes to their TPACK capabilities. Moreover, results indicated that the most significant factor that influenced the acquisition of knowledge and skills regarding information and communication technology (ICT) integration in the classroom was practical experiences in schools. However, the analyses of the interviews of both pre-service teachers and instructors showed that there were some challenges and points for improvement to be considered.

The design and application of a digital storytelling process model to enhance teachers' understanding of TPACK and foster positive attitudes toward teaching with technologies

The study seeks to investigate teachers' perceptions of the process of creating digital stories using a process model (DSPM). The researchers explored how this model fostered effective technology integration skills among teachers as depicted in the technological pedagogical content knowledge (TPACK) framework. A five-point Likert scale questionnaire was used to collect participants' reflections on creating digital stories, their perceptions of how that process affects their TPACK skills, and their views about the pedagogical benefits of using digital stories as a strategy for effective teaching. Eighty-five pre-service and in-service teachers enrolled in a graduate instructional technology program participated in this study. Generally, the results showed a very strong connection between creating digital stories following the proposed process model and acquiring a positive perception toward technology integration in teachers. The results also revealed a general consensus among teachers on the effective use of digital stories in teaching.

Design of a teachers’ training workshop for improving technology integration skills

Educationists and researchers recommend integration of simulations in classrooms to promote student-centric constructivist learning. The simulations need to be carefully designed toward improvement ofconceptual understanding of students. In this paper, we report on a training workshop for teachers with the specific goal of imparting simulation integration skills for classroom teaching. In the workshop, we used SEQUEL, a freely downloadable circuit simulator, and focused on electronic circuits taught typically at the second-year undergraduate level. We applied education technology principles as well as constructivist alignment methods to design the workshop. In particular, collaborative learning strategies such as think-pair-share and peer instruction were covered specifically for the intended simulation integration. Furthermore, application of the flippedclassroom model in the context of circuit simulation was explained to the participants. We report on the workshop design in detail and report the impact of the training workshop on integration skills of the teachers. We found that teachers (N=15) perceived the workshop to be usefulin designing their aligned lesson plans. Teachers also reported their field study in which they found improved motivation of students to solve electronics circuit problems.

Three Hurdles to Technology Integration: A Case Study of Technology Integration in Bungamati

Integrating technology in education is an extraordinary challenge in rural villages of developing countries like Nepal. Since greater understandings of the circumstances surrounding teachers and schools could illuminate issues and opportunities for positive change, a case study of the telecenter in Bungamati, Nepal was conducted. Data, in the form of interviews, observations and related documents, were gathered and analyzed to highlight and understand the local hurdles for integrating technology in teaching. Findings were threefold: teachers lack technology integration skills; informal learning was the preferred way to learn technology; and males had greater access to technology. In this study, the researcher has drawn the following conclusions: a) teachers need technology access and training, b) administrators need a framework for integration, c) informal learning should be considered and promoted and d) there is a clear need for gender equity. Furthermore, suggestions for future studies include a need for informal learning, the use of the TPACK (Technological, Pedagogical, and Content Knowledge)framework for integration technology and more research in the area of teacher training with technology in other developing countries. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10334 Journal of NELTA, Vol 18 No. 1-2, December 2013; 105-114

The Insider: School Librarians as Part of a Blended Professional Learning Community for Student Teacher Development in Technology Integration

In the last decade, state professional teaching standards and federal mandates have required teachers to enter the field proficient with technology integration skills. Concurrently, the American Association of School Librarians urges collaboration between teachers and school librarians. Based on previous research recommending teacher-school librarian collaboration begin as early as student teaching, this study looks at the contributions of school librarians as members of a blended professional learning community established to mentor student teachers as they prepare for a technology integrated lesson.

A Pre-service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-service Teachers

This paper describes a peer coaching collaboration between graduate students in a Master’s program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students evaluated pre-service teachers’ instructional web sites designed and built as a technology integration project incorporated into their existing elementary mathematics methods course. Instructional Technology graduate students provided support, feedback, and suggested revisions for undergraduates’ instructional web sites, simulating work they might do in supporting practicing classroom teachers. Each student in each program was evaluated on the quality of his or her design and technology integration skills throughout the coaching experience. This paper includes a description of the development of the project, how it has evolved over time, benefits, and tips for getting started.

Instructional effects of a performance support system designed to guide preservice teachers in developing technology integration strategies

AbstractThe purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just‐in‐time support to perform various tasks. Because teachers have time constraints, a PSS can be used to support them with classroom technology integration. Both quantitative and qualitative data were used to answer the research questions. Qualitative data included focus group interviews and a perception questionnaire; these data were used to identify factors related to the participant' experiences. In addition, a pre‐ and post‐knowledge test was administered to the preservice teachers (n = 28) to study potential learning impact of a PSS for technology integration. Results showed that, although their learning improvement was not statistically significant, the participants reacted to PSS use positively, with caution. Based on the results, it is recommended that the PSS environment should be updated based on the feedback from the participants, and additional long‐term studies should be conducted to validate the current findings.Practitioner NotesWhat is known about this topic Preservice teachers often lack technology integration skills. Preservice teachers often do not have the necessary support that can help them develop technology integration skills. Performance support systems (PSS) are known to provide just‐in‐time training and learning opportunities. What this paper adds Provides a framework for developing a PSS based on the principles of advance organizers. Provides support to further investigate the use of PSS for preservice and in‐service teachers' professional development. Implications for practice and/or policy Institutions should investigate the effectiveness of using a PSS to support preservice teachers with technology integration issues. K‐12 schools should investigate the effectiveness of using a PSS to support teachers with technology integration issues. Designers of PSS should incorporate appropriate learning theories in the design framework of a PSS.

Assessing and Improving Technology Integration Skills for Preservice Teachers Using the Teacher Work Sample

This study explores the efforts at Brigham Young University to improve preservice candidates' technology integration using the Teacher Work Sample (TWS) as an assessment tool. Baseline data that was analyzed from 95 TWSs indicated that students were predominantly using technology for productivity and information presentation purposes even though they had been taught to use technology for active student learning. Researchers discovered that decisions made about technology integration were heavily influenced by field instructors and TWS rubrics. An intervention plan was developed to train field instructors and 99 TWSs were analyzed the following year. The TWSs showed noticeable improvements including increases in the percentage of candidates who involved their K-12 students in using technology in their lessons.