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Direct linkStefanie Vanbecelaere; Rani Van Schoors; Sohum Bhatt; Kamakshi Rajagopal; Dries Debeer; Fien Depaepe – Education and Information Technologies, 2024
This study explores the role of teachers' perceptions of digital personalised learning (DPL) tools in their intention to use and actual usage of these tools in the classroom. Utilizing the Technology Acceptance Model (TAM), we address two gaps in the literature: the limited investigation of DPL in real-world settings and the reliance on…
Descriptors: Teacher Attitudes, Individualized Instruction, Electronic Learning, Foreign Countries
Siem Buseyne; Chaja Libot; Tim Van Lier; Annelies Raes – International Journal of Designs for Learning, 2024
Every teacher aspires to create the ideal lesson! You want to convey the knowledge and skills in the best possible way while also keeping learners motivated. In our design case, we focus on the complex skill of collaborative problem-solving (CPS). In today's complex world, the acquisition of CPS competencies is considered an important learning…
Descriptors: Cooperative Learning, Story Telling, Problem Solving, Children
Cone, Lucas; Brøgger, Katja; Berghmans, Mieke; Decuypere, Mathias; Förschler, Annina; Grimaldi, Emiliano; Hartong, Sigrid; Hillman, Thomas; Ideland, Malin; Landri, Paolo; van de Oudeweetering, Karmijn; Player-Koro, Catarina; Bergviken Rensfeldt, Annika; Rönnberg, Linda; Taglietti, Danilo; Vanermen, Lanze – European Educational Research Journal, 2022
With schools and universities closing across Europe, the COVID-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital…
Descriptors: COVID-19, Pandemics, Technology Uses in Education, Educational Technology
Download full textIrem Nur Akkan; Seval Eminoglu Kucuktepe – International Review of Research in Open and Distributed Learning, 2024
During the COVID-19 pandemic, many things changed in people's educational lives as individuals transitioned to remote learning. While technologically advanced countries swiftly adapted to the new normal, less developed countries encountered substantial obstacles. This study aimed to compare distance education practices during the lockdown in four…
Descriptors: Distance Education, COVID-19, Pandemics, School Closing
European Commission, 2022
This checklist outlines key features for managing authorities and intermediate bodies of the European Social Fund Plus (ESF+) to consider when they want to stimulate innovation and promote digitalisation in employment, education, and training. The checklist was developed as part of the work of the ESF Transnational Cooperation Platform…
Descriptors: Technology Integration, Innovation, Educational Technology, Information Technology
Jelle Boeve-De Pauw; Haydée De Loof; Susanne Walan; Niklas Gericke; Peter Van Petegem – Research in Science & Technological Education, 2024
Background: Informal learning environments (ILEs) like Fablabs and Makerspaces have potential to facilitate development of STEM skills. However, these environments might be difficult for teachers to adopt in their teaching because of teaching approaches grounded in constructionism where the role of the teacher changes from a transmissive…
Descriptors: Foreign Countries, Self Efficacy, Secondary School Teachers, STEM Education
Boel, Carl; Rotsaert, Tijs; Valcke, Martin; Rosseel, Yves; Struyf, Dieter; Schellens, Tammy – Research in Learning Technology, 2023
The increasing mainstream adoption of immersive virtual reality (iVR) in education has triggered research about key variables explaining acceptance of iVR by teachers. In this study we adopted the UTAUT2 acceptance model as a theoretical framework enriched with the variable personal innovativeness. 379 Flemish secondary education teachers watched…
Descriptors: Computer Simulation, Educational Technology, Technology Uses in Education, Secondary School Teachers
Pieter Vanneste; Kim Dekeyser; Luis Alberto Pinos Ullauri; Dries Debeer; Frederik Cornillie; Fien Depaepe; Annelies Raes; Wim Van den Noortgate; Sameh Said-Metwaly – Journal of Computer Assisted Learning, 2024
Background: Augmented reality (AR) is receiving increasing interest as a tool to create an interactive and motivating learning environment. Yet, it is unclear how instructional support affects performance in AR. Objectives: This study sought to explore how varying the instructional support in AR can affect performance-related behaviours of…
Descriptors: Computer Simulation, Artificial Intelligence, Cognitive Ability, Student Behavior
Aigul Rakisheva; Allison Witt – Issues and Trends in Learning Technologies, 2023
For the quality training of future teachers, it is necessary to have a clear action plan, benchmarks, metrics, and progress indications for using technologies in education. Pre-service teachers' digital competence frameworks can guide their preparation and develop sufficient digital competence before actual practice. This paper analyzes the…
Descriptors: Educational Quality, Teacher Education Programs, Benchmarking, Technology Uses in Education
Julian Fraillon, Editor – International Association for the Evaluation of Educational Achievement, 2024
This book presents the first results from the third cycle of the IEA International Computer and Information Literacy Study (ICILS 2023). This study investigated how young people are prepared for life in a world where the capacity to use computers and digital information responsibly, safely, and effectively is essential. The study reports on data…
Descriptors: Digital Literacy, Foreign Countries, Information Technology, Communications
Whewell, Emma; Caldwell, Helen; Frydenberg, Mark; Andone, Diana – Education and Information Technologies, 2022
This paper presents data from two international projects focused on the interaction between changemaking and digital making in university students. The data is drawn from the contributions of 63 university students located in the United States, Romania, Spain, Belgium, Norway, Denmark and England. Using a design thinking methodology and a thematic…
Descriptors: College Students, Foreign Countries, Computer Simulation, Creative Activities
Diana Toledo Figueroa; Christa Rawkins; Emily Qing; Hugo Marques de Sousa – OECD Publishing, 2024
Teacher shortages have intensified across several OECD countries, making this an urgent priority for education systems. Between 2015 and 2022, the share of students whose principals reported shortages rose from 29% to 46.7% on average across the OECD. Simultaneously, rapid technological advances, such as artificial intelligence (AI), and broader…
Descriptors: Educational Policy, Educational Change, Educational Practices, Teaching (Occupation)
Panckhurst, Rachel; Cougnon, Louise-Amélie – TechTrends: Linking Research and Practice to Improve Learning, 2019
This article focuses on youth digital practices, related to evolving language, culture, and emotion handling. Three research questions are addressed: (1) Which current trends of digital practices at school do young people evolve in?; (2) What do children's and teenagers' digital writing scholarly productions consist of?; (3) How do they represent…
Descriptors: Technology Integration, Children, Adolescents, Electronic Publishing
OECD Publishing, 2021
Digital technologies are increasingly present in young children's lives. How can early education systems get the best out of digitalisation while minimising its risks? This is especially urgent as the COVID-19 pandemic has accelerated our reliance on digital tools -- tools that enabled young children to continue learning when early education…
Descriptors: Foreign Countries, Educational Technology, Technology Uses in Education, Early Childhood Education
Laurie, Margaret Holmes; Warreyn, Petra; Uriarte, Blanca Villamía; Boonen, Charlotte; Fletcher-Watson, Sue – Journal of Autism and Developmental Disorders, 2019
Capturing variability in use of commercial technologies by autistic children can inform future learning and support technology design. Survey data were collected from parents (n = 388) in the UK, Spain, and Belgium, and includes information about individuals with a range of ages and ability levels. We found a comparable pattern of access and usage…
Descriptors: Parents, Parent Attitudes, Educational Technology, Autism
