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In this paper, we describe a teaching scenario using a virtual environment (known also in the context of the 'metaverse'). This is motivated by the challenges that arise during the pandemic. More and more teaching scenarios are transferred to online learning settings, which allow learning at any time and at any time. One of the possibilities are virtual 3D environment. These allow more intensive immersion than for example video conferences. Furthermore, they offer new didactic concepts, for example, for group activities. The benefit of using virtual 3D environments we demonstrate by a concrete learning scenario: the simulation of robot programming. A further advantage when using virtual 3D environments are personal assistants (conversational/ pedagogical agents), for example, to the ease the work load borne by teachers; meanwhile, this works well also with natural language due to advantage stage of artificial intelligence implementations.

Molecular case studies (MCSs) are open educational resources that use a storytelling approach to engage students in biomolecular structure-function explorations, at the interface of biology and chemistry. Although MCSs are developed for a particular target audience with specific learning goals, they are suitable for implementation in multiple disciplinary course contexts. Detailed teaching notes included in the case study help instructors plan and prepare for their implementation in diverse contexts. A newly developed MCS was simultaneously implemented in a biochemistry and a molecular parasitology course at two different institutions. Instructors participating in this cross-institutional and multidisciplinary implementation collaboratively identified the need for quick and effective ways to bridge the gap between the MCS authors' vision and the implementing instructor's interpretation of the case-related molecular structure-function discussions. Augmented reality (AR) is an interactive and engaging experience that has been used effectively in teaching molecular sciences. Its accessibility and ease-of-use with smart devices (e.g., phones and tablets) make it an attractive option for expediting and improving both instructor preparation and classroom implementation of MCSs. In this work, we report the incorporation of ready-to-use AR objects as checkpoints in the MCS. Interacting with these AR objects facilitated instructor preparation, reduced students' cognitive load, and provided clear expectations for their learning. Based on our classroom observations, we propose that the incorporation of AR in MCSs can facilitate its successful implementation, improve the classroom experience for educators and students, and make MCSs more broadly accessible in diverse curricular settings.

Many 4-year public institutions face significant pedagogical challenges due to the high ratio of students to teaching team members. To address the issue, we developed a workflow using the programming language R as a method to rapidly grade multiple-choice questions, adjust for errors, and grade answer-dependent style multiple-choice questions, thus shifting the teaching teams' time commitment back to student interaction. We provide an example of answer-dependent style multiple-choice questions and demonstrate how the output allows for discrete analysis of questions based on various categories such as Fundamental Statements or Bloom's Taxonomy Levels. Additionally, we show how student demographics can be easily integrated to yield a holistic perspective on student performance in a course. The workflow offers dynamic grading opportunities for multiple-choice questions and versatility through its adaptability to assessment analyses. This approach to multiple-choice questions allows instructors to pinpoint factors affecting student performance and respond to changes to foster a healthy learning environment.

The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall's W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall's W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

This research is focused on assessing how the incorporation of Padlet technology affects the evaluation of historical thinking skills in high school history education. The research methodology involved a pretest-posttest approach with a randomly selected group of 70 students. The research tool employed questionnaires aligned with the study's objectives. Data analysis utilized comparative statistics, specifically the paired sample t-test. The outcomes of the study reveal a significant positive impact resulting from the integration of Padlet technology in assessing historical thinking skills. This is substantiated by the sign value being less than 0.05 for all aspects examined. Consequently, this research provides compelling evidence that this approach can serve as an effective alternative for improving the quality of history education at the high school level. The findings of this study have important implications for educators, learners, and other stakeholders. These results may be used by educators to create more successful teaching strategies that will improve their students' historical thinking and comprehension. As a personal learning tool, Padlet technology can help students comprehend the historical subjects they are studying better. For those involved, this study offers compelling proof that using Padlet technology in high school history curricula may improve its caliber.

In the current era, the use of corpora in language teaching is mainly explored in English classes as it has become a trend in education. Hence, this research aimed to identify the corpus metadata, frequently used words, and unique words related to the Islamic boarding school context to be used in the English instructional process. This research employed a mixed method combining quantitative and qualitative data analysis methods. Two English Islamic boarding school books, several articles covering the scope of Islamic boarding school, and students' speech texts were selected as the data. Then, they were analyzed using the Voyant tool. The finding showed total words of 49,970: 5,417 specific words, 0.108 vocabulary density, and a 12,980-readability index. The finding will be incorporated into instructional resources for developing Islamic boarding school students' general and/or specialized vocabulary. The words, in particular, will provide a foundation for students in constructing Islamic speech texts, delivering speeches, and using English in an Islamic boarding school environment.

The focus of this study is to investigate the effects of using Web 2.0 tools in the social studies "Global Connections" learning area on students' digital literacy levels. A quasi-experimental model was used and 38, seventh graders participated the research. The digital literacy scale, created by Ng (2012) and translated into Turkish by Hamutoglu, Güngören, Kaya-Uyanik, and Gür-Erdogan (2017) was employed for data collection. Pre-testing was carried out using the digital literacy test. Courses were imparted according to the current curriculum in the control group and through Web 2.0 tools to the experimental throughout the application. For the experimental group, WordArt, StoryJumper, Canva, YouTube and Renderforest were used in the teaching of learning outcomes, along with Edmodo, which also allowed students interacting with teacher and among themselves outside the classroom. Then a digital literacy test was administered as a post-test. Ultimately, it was determined that the experimental group's digital literacy skills differed statistically significantly from the control group. It is thought that this research, which is limited to the seventh grade "Global Connections" learning area, should be conducted at different learning areas, levels and results should be evaluated.

Purpose: This study aimed to conduct a needs analysis for developing the ethnomathematics e-module based on Sundanese Gamelan to facilitate mathematics learning in junior high school. Specifically, this study identified crucial components for module development and to gather feedback from both students and teachers regarding the learning material. Methodology: The Research and Development (R&D) method was used, specifically the Plomp model, to create e-module for mathematics learning. Qualitative data were collected from ethnomathematics experts, a mathematics teacher, and five students via purposive sampling. The instruments used for this data collection included expert validation sheets, student interview recordings, teacher questionnaires, and small group observations. Findings: The results indicated that the integration of Sundanese Gamelan ethnomathematics into junior high school mathematics e-module significantly improved students' understanding and interest in the subject. This culturally infused approach increased students' motivation and engagement, indicating a potential shift towards more inclusive and culturally responsive educational practices. Significance: The integration of Sundanese Gamelan ethnomathematics into mathematics curriculum is known for the unique blend of cultural elements with academic content, contributing to enhanced students' understanding and cultural awareness. In addition, this method offered benefits for students, teachers, curriculum developers, and ethnomathematics researchers, presenting a holistic model that combined educational innovation with cultural appreciation.

This study delves into the opportunities and challenges associated with the deployment of AI tools in the education sector. It systematically explores the potential benefits and risks inherent in utilizing these tools while specifically addressing the complexities of identifying and preventing academic dishonesty. Recognizing the ethical dimensions, the paper further outlines strategies that educational institutions can adopt to ensure the ethical and responsible use of AI tools. Emphasizing a proactive stance, the paper suggests that by implementing these strategies, schools can harness the benefits of AI tools while mitigating the risks associated with potential misuse. As the adoption of AI tools in education continues to expand, all stakeholders must stay abreast of the latest developments in the field. This knowledge equips educators to navigate the opportunities and challenges posed by AI tools, fostering a learning environment that is both secure and conducive to empowering students to realize their full potential.

This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.

Simon Fraser University in Vancouver, Canada offers two introductory calculus courses designed for students enrolled in science and engineering programs. Students identified as needing additional support based on their admission grades take the version of the course where students meet weekly for four hours instead of three. A new approach for the fourth hour was introduced in Fall 2019 splitting the class into smaller sections of 20-40 students to work in small groups on vertical whiteboards under the supervision of the instructor, complemented by peer tutors. This format introduces an active learning element that improves student performance and attitude. The project was first implemented in Fall 2019, although interrupted due to COVID-19. After returning to the in-person classroom, the whiteboard seminar program was reinstated. In Fall 2022 and Spring 2023, survey feedback was collected from both students and peer tutors for a more holistic perspective on the program. In this study, the results of these surveys are analyzed, focussing on four areas of measurement: students' satisfaction, learning calculus concepts and problem-solving techniques, the contribution of the instructor, and the contribution of the peer tutors. Exploratory factor analysis revealed three latent variables underlying student survey responses. The survey results suggest that interactions with the instructor, peer tutors, and active learning activities all contributed to students' enjoyment of the course and their perceptions of their own learning. We compared students' final course grades from Fall 2018, where the fourth hour was devoted to lecture before the program was implemented, to Fall 2019 and 2022. The data shows a decrease in the percentage of students failing the course and an increase in those earning A's and B's since the program's implementation. Additionally, survey results show that replacing a typical lecture-style hour with a whiteboard seminar improved students' attitudes and perceptions of the course.

In today's world, technology plays a significant role in shaping our daily interactions and how we connect with the world. The rapid advancements in technology have influenced many sectors, particularly education, where integrating technology is now seen as essential rather than just a luxury. As a result, the education field has adapted over time to keep up with innovations and their potential to improve the teaching and learning environment. The incorporation of technology into education has evolved from introducing computer systems in classrooms to the adoption of smartboards, tablets, and e-learning platforms. The rise of Virtual Reality (VR) technology has also opened up possibilities for hands-on learning experiences that allow students to explore and practice skills in ways that traditional teaching methods cannot. VR technology enables students to interact with content in a way that fosters a sense of presence and immersion, which can improve knowledge retention. In fields, like science, engineering, medicine, arts, and language learning, VR applications have shown promise in boosting student engagement and enhancing skills within a controlled learning environment. However, the widespread adoption of VR technology in education faces challenges. One significant obstacle is the cost of acquiring VR equipment and software which can strain budgets. Additionally, the availability of high-quality content for VR platforms poses a barrier for educators seeking to integrate VR into their teaching practices. This article delves into the use of Virtual Reality in education, and how VR can influence student learning outcomes in applications such as medicine, science, arts and language learning. Apart from the advantages of VR, the article also discusses the obstacles that are impeding the use of VR in education including concerns about costs, standardizing content and the necessity for training and support for educators. As VR technology advances and becomes widely available, it stands ready to revolutionize the landscape by offering learning opportunities that were previously beyond imagination. Through this technology, education can introduce a world of possibilities that nurture curiosity, creativity and a lifelong enthusiasm for learning.

The omnipresence of digital teaching is becoming evident along with technological advancement. Hence, teachers' acquaintance with their pedagogical skills requires refinement to improve their professionalism and stay relevant. Yet, there is limited, profound research available that has discussed this issue and highlighted its shortcomings. This article aims to write a systematic literature review (SLR) on past studies related to primary school teachers' pedagogical skills in digital teaching. The SLR methodology conforms to PRISMA writing standards, including identification, screening, eligibility, evaluation, data extraction, and analysis. Three databases, namely Web of Science, Scopus, and ERIC, were used to source relevant articles. 25 out of 324 initial articles were selected for review with three overarching themes: (i) approaches, (ii) methods, and (iii) digital teaching techniques. Subthemes under 'approaches' include general, 21st century learning, digital, and digital integration. Sub-themes under methods include thinking-oriented, physically oriented/kinesthetic, digitally oriented, a combination of thinking and digital, grouping, and guidance-oriented. Sub-themes under 'techniques' include the development of digital resources, the application of digital resources, and digital-based activities. The study's implications serve as a guide for teachers in planning and implementing digital teaching with maximum impact on their students' learning experiences.

The objectives of this research were to: 1) develop online lessons with the Google Classroom application on computer system operation for secondary 2 (Grade 8) students; 2) study pre-test and post-test academic achievement; and 3) study the students' satisfaction with the online lessons with the Google Classroom application on computer system operation for secondary 2 (Grade 8) students. The sample consisted of 20 students from secondary 2 (Grade 8) studying computational science at Sappasamit Bamrung Municipal School. They were selected for purposive sampling. The research instruments consisted of online lessons with the Google Classroom application, a quality evaluation guide towards media and content achievement tests, and evaluation forms of students' satisfaction. The data analysis statistics were the standard deviation and dependent sample t-tests. The research results indicated that: 1) the online lessons with the Google Classroom application on computer system operations had the quality of media at an excellent level with an average of 4.58, quality of contents with an average of 4.55, and efficiency criterion of 82/81. 2) The students had an average pre-test score of 17.40, while the satisfaction of students towards online lessons with Google Classroom application is at a high level." post-test was 24.35. The t-test analysis during and after learning was different at .05 statistically significant levels, and 3) students' satisfaction toward lessons with Google Classroom location at a high level of 4.49.

The ability to interact or engage with the instructor, other students, and the content i.e., to experience online student engagement, is one main difference between traditional and digital media employed in teaching and learning processes. As literature on this topic in the Turkish context has proliferated, to date, virtually no systematic reviews of this research have been carried out in order to identify potential gaps in the literature. To address this issue, this study investigated previously conducted research in chronological order on student engagement at the post-secondary level in the Turkish context using a PRISMA-based systematic review screening process. The results show that online engagement research and practices have clearly increased and diversified over time. Specifically, online engagement research in the Turkish context has tended to focus on computer science students studying in online-only, LMS-supported environments where their behavioral engagement has been investigated quantitatively. Considering these findings, this systematic review suggests that future studies in the Turkish context should examine other fields besides computer science education, focus more on collaborative tools and the social dimension of engagement, use more qualitative methods, and investigate blended environments as well as online-only.

A sudden shift to distance education during the COVID-19 pandemic in Turkiye strained teaching and learning activities, placing K-12 teachers in a novel context with challenges and opportunities to investigate. This study explores the teaching experiences and opinions of K-12 teachers during the COVID-19 pandemic, focusing on challenges, advantages, and suggestions. Search queries were executed in leading databases (DergiPark, ULAKBIM TRDizin) to locate potential studies. Twenty-two studies meeting the predetermined inclusion and exclusion criteria were subjected to a rigorous and iterative thematic analysis using the qualitative meta-synthesis approach. The results revealed significant challenges categorized into ten themes: shortcomings in technology and infrastructure, student motivation and engagement, technology literacy, and social and emotional well-being. The results also highlighted key advantages of distance education in eight categories such as learning improvement, flexibility and convenience, and digital tools and resources. Additionally, the study identified valuable suggestions that contribute to the success of distance education, such as adapting curriculum, increasing access to technology, strengthening internet infrastructure, providing teacher training and support, developing engaging and interactive instructional materials, and improving communication and collaboration between students and teachers. The study results inform the development of evidence-based practices and policies that can support K-12 teachers in providing quality online education during times of crisis.

This research investigates the intercultural usability factor of e-learning products designed for the instruction of Turkish as a foreign language. The subject of study, "Ana Dil Turkce," refers to a freely accessible and distant education platform developed by Anadolu University with the purpose of instructing non-native speakers in the Turkish language. This study employed a concurrent mixed methods research design to investigate the intercultural usability of the "Ana Dil Turkce" e-learning system. The study incorporated a qualitative component through the utilization of a case study methodology, while a cross-sectional survey design was employed to address the quantitative part. The quantitative portion of the study employed descriptive methods, whereas the qualitative portion utilized content analysis methods. The qualitative component of the study involved the participation of 25 individuals who were active and registered users in the system during the period from 2020 to 2022. Additionally, the quantitative component of the study included the participation of 211 users. The quantitative portion of the study employed a questionnaire as a method of data collection, while the qualitative component utilized a semi-structured interview format. The study's conclusions were analyzed through the integration and juxtaposition of qualitative and quantitative data. The study yielded findings regarding the cultural appropriateness of the Ana Dil Turkce e-learning objects. The findings indicate that the cultural learning objects inside the e-learning system are deemed adequate, albeit requiring further development and enrichment.

This study aims to determine the effect of using STEAM digital teaching materials on increasing creative problem-solving skills. This study has a quasi-experimental research design with a nonequivalent control group. This study employed a random sampling technique and obtained Class 8-F as the experimental class and Class 8-H as the control class. Data were collected using documentation, tests, and questionnaires. The data analysis carried out was a homogeneity test, normality test, t-test, n-gain test, and analysis of students' responses. According to this study, it can be concluded that there is an effect of STEAM digital teaching materials to increase creative problem-solving skills. The t-test results indicate a significant difference in students' average creative problem-solving skills in the experimental and control classes. The effect of STEAM digital teaching materials is proven by an increase in creative problem-solving skills, which are analyzed using N-gain, resulting in the high category (0.73) for the experimental class with STEAM digital teaching materials and the medium category (0.50) for the control class after using STEAM digital teaching materials.

Purpose: Educational technology ("EdTech") served a pivotal role in keeping schools functioning during the beginning of the COVID-19 pandemic. Little is known about EdTech leaders' roles in shaping this response. This study explores EdTech leaders' perspectives and backgrounds, their response to the pandemic, how they envision their roles as educators, and their perspectives about how technology facilitates educational innovation. Design/Approach/Methods: This study uses a qualitative, phenomenological approach to understand how 11 EdTech leaders experienced the pandemic. Participants were recruited for interviews in summer 2021 via purposive sampling to include diverse backgrounds and perspectives. Data were analyzed inductively. Findings: The findings show that a four-category typology can be used to describe EdTech leaders' diverse backgrounds and experiences. Leaders emphasized equity and open collaboration in their pandemic responses, by expanding access to their tools and adapting their products as users' needs evolved. EdTech leaders anticipate streamlined user experiences, improvements in online learning, and increased adoption of artificial intelligence and simulated learning environments. Originality/Value: This study addresses a gap in the research concerning EdTech leaders' perspectives on their efforts to support educators and their experiences during the pandemic. We hope this study sparks additional research on EdTech leaders' experiences and roles in education.

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.

Are high school students ready for their postgraduate education or a career that may not have been invented yet? As teachers focus on career prep and the necessary future-ready skills in the classroom, teachers are using technology to hone skills necessary for students' future success. Success in higher education or career pursuits requires students to develop a combination of technology through student-centered, project-based learning around the 4Cs (critical thinking/problem solving, communication, collaboration, and creativity/innovation). The literature on technology skills and 4C skills has historically focused on one set of skills or the other in isolation. This research addresses this gap in the literature by comparing the acquisition of the two skill sets to each other in the same (1:1 technology) environment. This is a mixed methods study using survey data collected from pre-service teachers in an education course. The study aims to understand what technology and 4C skills pre-service teachers who graduated from a 1:1 technology high school possess. The findings of this study showed that the respondents are more prepared and comfortable using their 4C skills than their technology skills. The potential implications of technology and 4C skills deficiencies and strengths on future teaching practices are discussed. technology) environment.

Given the rapid advancement of modern information and communication technologies, as well as the increasing demand for distance and hybrid learning models, it is imperative that prospective teachers attain a high level of digital competence. This study aimed to determine how effective the technique of using Kahoot! to develop the digital competence of prospective primary school teachers. To diagnose the effectiveness of the developed methodology, testing was used which included various types of tasks and questionnaires in order to assess prospective primary school teachers' readiness to use digital tools in their professional activities. The results obtained (tcrit = 1.982) made it possible to conclude that utilizing Kahoot! interactive platform in prospective primary school teachers' professional training contributes to enhancing their digital competence. According to the findings, the gamified application Kahoot! contributes to students' study motivation, creates a favorable psychological atmosphere. A promising area for further research is to explore the prospective teachers' readiness to create multimedia products using state-of-the-art software iClone Pro, Toon Boom Harmony, Anime Studio Pro, etc.

Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students' creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

India's growing economy and population proves its significant stake in the Artificial Intelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of COVID-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of AI in India's education sector through various policy measures. According to the findings, AI increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial and economic literacy, motivation and perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.

Equality in education is a fundamental goal for societies, and educational systems need to provide equal opportunities for all individuals to realize their potential. However, in the current situation, economic, social and cultural differences create inequality of opportunity in education and this is a fundamental problem of education systems. This article emphasizes the importance of achieving the goal of equality in education and discusses the problems encountered in achieving this goal. By examining the root causes and consequences of inequalities in education, it aims to better understand these problems. Furthermore, the article presents key strategies for achieving equity in education. These strategies include reviewing education policies, training and supporting teachers, increasing access to education for disadvantaged groups, using technology-based education methods and developing antidiscrimination awareness programs. In this context, the goal of achieving equity in education is critical for social development and human rights, and the paper aims to provide a roadmap for equity in education, presenting the steps and strategies needed to achieve this important goal.

More and more researchers and educators have recently focused their attention to technology-enhanced collaborative writing (TECW) in English as a Foreign Language (EFL) setting. Yet, the updated review focusing on research in this field is meager. This study aims at helping researchers and educators get a deeper understanding of the features and development tendencies of recent research on TECW in EFL setting. It systematically reviewed 45 empirical studies published from 2014 to 2023, focusing on strands and findings. In terms of research strands, the results showed the writing process, outcomes, and students and teachers' perceptions and attitudes. In terms of research findings, the review results showed that TECW was effective in enhancing students' writing performance, developing a sense of community, engagement, motivation, collaboration, and satisfaction. The studies' findings also revealed that students and teachers demonstrated a strong disposition towards TECW practices.

This research and development study aimed to develop the prototype of virtual learning implemented in flipped classrooms and evaluate its effectiveness as a tool for developing Thai undergraduates' English receptive skills. To assess if the designed prototype is effective, a quasi-experimental method was employed. The experimental sample group consisted of 40 undergraduates studying English as a required general education subject at a university in Thailand. They were purposively selected as their English proficiency level did not meet the university requirement of not lower than 600 of the TOEIC scores for graduation. The actual TOEIC tests as a pre- and post-tests, have been employed to examine if the prototype was effective. The collected data from pre- and post-tests were then analyzed through the t-Test and ANOVA. The results showed that the designed prototype applied in teaching and learning through the three online virtual platforms, namely Second Life, VRChat, and the ClassStart in the flipped classrooms was effective for developing students' English receptive skills, as the overall development of students' English receptive skills, both listening and reading, as shown from their post-test English TOEIC scores had significant development, showing that the post-test scores were higher than those of their pre-test's. Therefore, applying this prototype to language teaching and learning as a pedagogy is highly advised.

In low-income countries, the use of technology to enhance teacher continuous professional development (TCPD) activities has been increasing significantly. However, most technology initiatives related to TCPD require the installation of complex information and communications technology (ICT) infrastructure in schools or availability of reliable Internet connectivity. While installation of ICT infrastructure is costly, the cost of the Internet is unaffordable to most teachers in low-income countries. This study explored the feasibility of deploying Raspberry Pi computers and tablets as micro-servers to facilitate school-based TCPD activities via a learning management system (LMS) without Internet connectivity. Teachers in eight schools in Dar es Salaam and Lindi accessed a TCPD sample module with Raspberry Pi and tablets providing hotspotting and treated as offline local servers hosting a LMS. After the trial, data was collected through focus group discussion, observation, and LMS logs involving 69 teachers. The findings showed that both Raspberry Pi and tablets could be used as micro-servers to provide access to learning resources in offline environments, but Raspberry Pi fared more favorably. Raspberry Pi was easy to set up and connected more devices than did the tablet. However, Raspberry Pi required careful handling as it is a delicate device. Interestingly, there was no significant difference in terms of the performance and cost of the two microservers. This study provided further evidence that both Raspberry Pi and tablets could be cost-effective approaches to deliver TCPD activities without installing complex ICT infrastructure or in areas with limited Internet connectivity.

The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students' study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students' learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners' study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future.

In today's conditions, the needs of the labor market are changing in parallel with technological developments and the need for individuals trained in STEM is increasing. For this reason, it is a priority to increase the skills and awareness of teachers who will guide individuals trained in the field of STEM. In this study, a STEM training with educational robotics applications was designed for classroom teachers. The education included theoretical and practical STEM instruction conducted by expert academicians, utilizing next-generation educational robotic kits to facilitate sample STEM activities. The primary aim was to equip teachers with skills aligned with the elementary school curriculum, emphasizing a focus on STEM learning outcomes. As a result of the training, teachers were able to develop their own STEM activities. The study, which was modeled with a one-group pretest-posttest research design, examined the changes in the attitudes towards STEM and STEM awareness of the participants as a result of the STEM education they received. In conclusion, it is observed that the participants' attitudes towards STEM education and their awareness of STEM have increased by the end of the education. Additionally, the participants believe that STEM educational activities should be included in the curriculum.

The COVID-19 pandemic compelled higher education institutions to adopt an alternative approach to learning. For mathematics education, supporting students through blended learning has become increasingly important as it will ensure students' learning is sustained in such a situation. This practical change has illuminated how cloud technology can be employed in mathematics education to improve the instruction process. Using a cloud classroom blended learning-instructional framework for integrating educational cloud tools into mathematics teaching, this study analysed students' metacognitive ability in mathematical problem-solving. A pre-experimental research using a one group pre-test-post-test design was conducted. The sample comprised sixty undergraduate mathematics students enrolled on a Numerical Analysis course. Sample selection was carried out using a simple random sampling technique. Data were analysed using a descriptive analysis, parametric tests, and n-gain. The results revealed that, firstly, the majority of students (90%) achieved a post-test score of metacognitive ability in mathematical problem-solving -- this exceeded the 60% threshold. Secondly, students' post-test score of metacognitive ability in mathematical problem-solving (mean score of 82.14, S.D. = 8.29) increased significantly compared to the pre-test score (mean score of 73.54, S.D. = 8.38). Further, the effect size was large. Thirdly, there was an enhancement of metacognitive ability in the mathematical problem-solving of students with a mean n-gain of 0.34, which is in the moderate category. Thus, cloud classroom blended learning significantly improved metacognitive ability in mathematical problem-solving among undergraduate students. Educators can apply the results to assess mathematics learning in order to improve the quality of metacognitive ability in mathematical problem-solving.

Strategic Intervention Material (SIM) is an instructional learner material developed to enhance the academic performance of low-performing students. This study aimed to develop e-SIM and investigate its effect on the student's academic performance and learning motivation in Newton's Laws of Motion. The participants were 40 students from Grade 12 ABM and HUMSS strands drawn from a private school in Valenzuela City, Philippines. A quasi-experimental design was utilized in this study using a one-group pre-test and post-test design since the study aims to measure the cause-and-effect of using e-SIM in learning physics. The quantitative data of this research was obtained through a motivational scale, concept test (pre-test and post-test), and e-SIM. The data was analyzed by average mean, p-value, and Wilcoxon Signed Ranks Test. According to the analysis result, there is a significant difference between the academic performance and learning motivation of the students using e-SIM. The use of e-SIM in enhancing academic performance and learning motivation in Newton's second law of motion is recommended.

This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.

This study aims to understand the experiences of Turkish teachers in blended learning, the challenges they encountered, and their recommendations in this regard. The authors adapted the Blended Teaching Readiness Instrument (BTRI) (Archibald et al., 2021) to Turkish. Secondly, the reasons, challenges, and suggestions of teachers regarding blended learning were investigated. A total of 325 Turkish teachers were selected as the participant group in this survey. A criterion purposeful sampling method was used in the data collection process. The statistical analysis led to the conclusion that the BTRI, which was translated into Turkish, is a valid and reliable tool for measuring teachers' levels of readiness for blended learning in Turkiye and it can also be used to gauge the readiness of teachers. ort he qualitative aspect, inductive content analysis was used for analyzing open-ended questions of the instrument. The study both served as a reflection of Turkish teachers' positive and negative experiences regarding blended learning practices and a scale adaptation study for measuring the blended teaching readiness of Turkish teachers. It is considered that the results can help both pre-service and in-service teachers to be sensitive toward their blended teaching competencies. This study also has the potential for informing teacher education departments to equip prospective teachers with required disciplinary knowledge along with digital competencies.

The main purpose of this study is to examine the opinions of teachers about technology leadership roles of school principals during the Covid-19 pandemic. The study, which utilized qualitative research methods, was designed as a survey study. Sample group of the study constituted of 259 teachers. Data of the study was collected with "Elementary School Principals' Technology Leadership Role Scale" and analyzed via descriptive statistics, independent sample t-test, one-way ANOVA and Mann Whitney-U test. According to the results, both elementary school teachers and subject matter teachers think that school principals successfully demonstrated the role of technology leadership roles during the Covid-19 pandemic. As a result of the analyses conducted to determine whether teachers' opinions vary according to various variables, it was concluded that there are no differences in terms of the entire scale and its dimensions based on genders and seniority of teachers. In terms of the working domain, it was seen the opinions of elementary school teachers on vision dimension are higher than those of subject matter teachers. Based on the results, some recommendations which can contribute to both implementation and theory have been developed. Accordingly, conducing researches which employ multiple data collection methods and tools to investigate technology leadership roles of school principals is considered important.

The aim is to investigate the effects of delivering group-based personalized teaching via an electronic performance support system (EPSS) in an online medical informatics course on medical students' academic achievement and community of inquiry levels. The basic working principle of EPSS is to provide the most appropriate teaching methods to the educator, according to the students' variables and learning outcomes. The research design of this study involved a quasi-experimental pretest-posttest design with a control group and the qualitative research method of answers to follow-up questions. While the students in the experimental group were taught various teaching approaches (flipped classroom, brain storming, case-based learning, debate and think-pair-share), the students in the control group were taught directly by online lessons according to direct instruction method. It was seen that the experimental procedure had a positive effect on both the academic achievement and community of inquiry levels of the experimental group compared to the control group. Besides, students in the experimental group reported that the lessons were more effective when they were enjoyable, motivating, focused on discussion and research, and were taught through cases. The group personalized teaching method used in this study could be a guide for future studies.

The objective of this study is to determine the ways in-service teachers in Turkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources.

The process of humanization, placing a person at the heart of learning and teaching, has become a key movement in education to meet the requirements of the 21st century. In this regard, designing innovations to serve the human needs first is essential. Personalized learning (PL), being an example of a human-centric innovation, is a promising methodology that leads to positive student's outcomes. However, it has not found ts way in the practical implementation and has become a topic for heated debates among different stakeholders. This study investigates PL at the secondary education level underpinned by a digital platform. The PL integration is analyzed from the perspective of teacher practice (TP) which integrates the digital platform built on the PL methodology. In accordance with the thematic analysis of the interviews and the developed matrix of indicators for TP, PL has found its realization in four scenarios. In order to construct the scenarios, the study involves 24 semi-structured interviews with secondary school teachers. Prior to the interviewing, the participants were categorized in nine profiles due to the survey results of NorBa (traditionalconstructivist beliefs) and technology readiness index (TRI). The results indicate that TP embraces four scenarios of the PL integration. The study outlines personalized learning as one of the scenarios, partial personalization (individualization and differentiation), non-personalized TP (traditionalism), and TP without digital platform embedding.

Today math teachers can best reach their students and show them how math surrounds us by using manipulatives, children's literature, and GeoGebra while teaching mathematics. These are some of the best pedagogical practices for teaching mathematics today. In our high-tech world, students need to be proficient in science, technology, engineering, and mathematics (STEM) fields. As endorsed by National Council of Teachers of Mathematics (2000) and stressed in common core state standards in mathematics, it is important that we teach with technology, address dispositions and math anxiety, and make the math that young people are learning pertinent and meaningful. Frequently, it may be best to start teaching young people geometry first as opposed to numbers, which are considered more abstract and difficult to learn. Geometry is one of the most tangible divisions of math and concentrating on this first can help students' whole view of mathematics and their insolences towards learning the subject. Nowadays teachers also need to be cognizant and checking for attitudes and dispositions toward learning mathematics, as math anxiety is an issue in today's classrooms. This paper will revisit the best pedagogical practices for teaching math, the review of the use of math manipulatives, children's books, and GeoGebra to help teachers create mathematically confident young people.