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Artificial intelligence (AI) introduces new tools to the educational environment with the potential to transform conventional teaching and learning processes. This study offers a comprehensive overview of AI technologies, their potential applications in education, and the difficulties involved. Chatbots and related algorithms that can simulate human interactions and generate human-like text based on input from natural language are discussed. In addition to the advantages of cutting-edge chatbots like ChatGPT, their use in education raises important ethical and practical challenges. The authors aim to provide insightful information on how AI may be successfully incorporated into the educational setting to benefit teachers and students, while promoting responsible and ethical use.

For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers' instructional capacity. This study presents findings of a teacher professional development training aiming CP strategy implementation at K-12 level. Following a mixed-method methodology, the present research was carried out with 53 teachers from four different campuses and grade levels, who were guided to implement CP strategies in their teaching context. The data sources were CP-integrated lesson plans, trainers' feedback on these lesson plans, teacher responses on a questionnaire. The data collection methods were utilizing an end-of-the-training questionnaire directed to teachers, lesson plan evaluation through a CP rubric, content analysis of trainer feedback on lesson plans and revised lesson plans. Results unveiled that this professional development training designed and implemented for K-12 teachers led to significantly positive changes in teachers' CP strategy integration into lesson plans regardless of levels, subjects or topics. This study could also provide important contributions to designing teacher professional development training for researchers, practitioners and teacher trainers, particularly in CP dimension.

For technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors' opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peer-reflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the in-service English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors' technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.

This study focuses on understanding the implementation of three interactive digital products in the first-year foundational courses (General Chemistry, Physics I & II, Calculus I & II) at the Faculty of Engineering, and the perceptions of teaching and learning experiences with those products. The data were gathered from the instructors, students and Distance Education Unit Coordinator through in-depth interview of purposeful sample of the academics, student online survey and product platform usage data. The study reveals the nuances of the institutional change prompted by the initiatives for advancing teaching and learning through the integration of technology. The study findings are discussed through themes that address the benefits of integrating digital products as well as challenges experienced by the instructors, students, and by the institution during this period of transition to digital technologies. The findings assisted in identifying the related set of recommended actions for improving the implementation of digital products and strengthening their integration into academic programs.

The aim of the study was to validate a prototype of a game-based educational tool for improving auscultation skills. The tool was presented to 12 medical school students studying at a foundation university. The data collection tools of the study were: Cardiac sound identification form, educational tool evaluation form and auscultation survey form. Key findings of the study were: (1) Each medical student increased their identification skills and retention was possible; (2) The most incorrectly identified heart sound was the most correctly identified heart sound after using the tool; (3) Medical students sided with the tool for it is flexible, quicker method of learning and getting feedback, can be used anytime, anywhere without interruption of daily life; (4) Since students felt skillful and epic, in real-World tackling problems, on the mission; saving lives, and competitive, they repeated the content otherwise they would not; (5) The tool created a hype and motivation for further learning; and (6) Tool was effective on the users with possible restricted acoustic capability which could imply findings might also be used for improving listening skills and musical ear.

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for "optimal" conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students. Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.

This study explores the characteristics of after-school program activities at a charter school in the Southeast US highlighting students' experiences with and gains from these after-school program activities. A qualitative case study design was employed to understand students' views and opinions regarding the activities and their learning trajectories. Study data were collected through formal and informal observations, one-on-one semistructured interviews, and field notes. The study's findings indicated that such activities emphasize open-ended and collaborative scientific investigations in Science, Technology, Engineering, and Mathematics (STEM) fields and provided an arena for students to demonstrate various uses of 21st century skills. We have described and explained: (a) the importance of collaborative learning groups, (b) the popularity of after-school program activities, (c) interest in STEM fields, and (d) activities' contribution to developing 21st century skills. These findings show that STEM related activities have the potential to promote collaborative learning and inquiry as well as to contribute to the development of 21st century skills. These findings have also been discussed in light of how STEM related after-school program activities support students' learning.

Because there is, currently, no education system for primary school students in grades 1-3 who have specific learning disabilities in Turkey and because such students do not receive sufficient support from face-to-face counseling, a needs analysis was conducted in order to prepare an adaptive, web-assisted learning system according to variables determined by the extent of learning disabilities. The scope of this study was limited to dyslexia, dyscalculia and dysgraphia. Data were collected from five subject area experts (psychologist and special education specialists) using semi-structured interview forms including open-ended questions, 15 parents, at least one of whose children has a specific learning disability and six classroom teachers via surveys including open-ended questions in the 2011-2012 academic year. A matrix diagram was prepared in order to analyze the data with a holistic approach and to show dependability and credibility of the study. The study revealed three main findings: a lack of information / interest about specific learning disabilities, the inadequacy of the Turkish Ministry of Education Specific Learning Disabilities Support Education Program, and the inadequacy of applications, both within and outside the classroom. The findings also showed that the students with specific learning disabilities need a web-assisted system that should be adaptive and which can be used both in school and at home. (Contains 5 tables.)

As states and federal legislation have invested in integration of new technologies into education, the teacher's role as the user of such technologies in the classroom becomes more prominent (Telecommunications Act of 1996). However, relevant prior research suggests that teacher resistance to new technologies remains high. This study explores teachers' acceptance of handheld computer use, and identifies key intention determinants for using this technology based on a modified version of the technology acceptance model. The new model with five constructs--(1) perceived ease of use, (2) perceived usefulness, (3) subjective norms, (4) intention to use, and (5) dependability--was tested using the handheld computer acceptance survey responses from 45 special education teachers grouped into four groups by experience of using technology for data collection. The results showed that the direct effect of two constructs, perceived usefulness and perceived ease of use, on intention to use a handheld computer was statistically significant. The dependability factor, which was not included in any prior technology acceptance literature, had a statistically significant effect on perceived ease of use and usefulness, and intention to use a handheld computer, respectively. Groups of participants differed on only subjective norm. Theoretical and practical implications were also discussed. (Contains 2 figures and 5 tables.)

This study focused on formative use of peer feedback in an online system that was used in basic computer literacy for word processing assignment-related purposes. Specifically, the effect of quantity, modality and satisfaction of peer feedback provided through the online system on students' performance, self-efficacy, and technology acceptance was investigated. Participants were 32 freshmen elementary and Turkish education pre-service teachers who were enrolled in two sections of the mandatory Computer I course in a public university in Turkey in the fall semester of 2013. Groups of students who submitted their assignments and received feedback in varying quantity and two different forms (text or text and video together) did not differ respectively in terms of students' performance test scores as well as self-efficacy and technology acceptance ratings. Students' feedback satisfaction ratings were significantly correlated only with their technology acceptance scores. All results were interpreted with the support of peer feedback content in both text and video formats to clarify the details and contribute more to the literature.

The low number of students studying or applying for STEM subjects and workforce demand has been prioritized in almost all countries policies. This study intended to examine factors that influenced American and Turkish students to pursue a degree or career in STEM-related fields. Participants of the study were 86 high-ability students selected from two high schools in the United States (n = 39) and Turkey (n = 48). A five-part survey was used and its original version was administered to American participants while its translated version was conducted to Turkish students. Results revealed that "self-motivation" was found to be the most influential factor of STEM interest for American students while "mother" was for Turkish students. In addition, regarding primary reasons for interest in STEM career "self-motivation" was the most important reason for interest in STEM career for American students while "income of occupation" was the one for Turkish students. By stimulating needs for STEM fields, this study will help increase the awareness of the gap between growth in graduates and STEM-related vacancies. Academic institutions will potentially use findings of this study to revise their enrollment policies, with the aim of enhancing enrolment for STEM areas.

The purpose of this study is to investigate how international teachers, who were from overseas but taught in the United States, rate effective teacher qualities in three domains; personal, professional, and classroom management skills. The study includes 130 international mathematics, science, and computer teachers who taught in a multi-school charter school system in south-central America. It was found that international teachers perception of effective teachers was similar to findings of other research regardless of nationality as long as teachers enjoys teaching, explain the materials clearly, and grade student work fairly. Univariate ANOVA analysis revealed that international teachers' US teaching experience had statistically significant effect on teachers' ratings of professional skills. Findings were discussed in light of developing more general effective teacher qualities regardless of subject matter.

The purposes of this study were to examine the utilization of audio modification in vocabulary assessment in school subject areas, specifically in elementary science, and to present a web-based key vocabulary assessment tool for the elementary school level. Audio-recorded readings were used to replace independent student readings as the task demand for progress monitoring science vocabulary for 162 fifth grade students in 14 schools. Scores on vocabulary tests obtained by students who used the audio texts for readings were compared with scores obtained by the same students who did not use the audio texts. A statistically significant difference between the two scores in favor of the students who used the audio texts was found. Benefits for at-risk students of school failure, and the trend between the amount of audio use and test scores were also investigated. Results suggest that, if appropriately conducted, the use of this type of modification together with written text may enable students feel confident about their science vocabulary knowledge. (Contains 1 table and 2 figures.)

Finding appropriate instructional settings in science for students with disabilities is challenging, and the range of services or placements used is currently unknown. This study identifies administrative structures, instructional settings, and special/general education teacher roles in teaching science to students with disabilities. A phone survey was conducted with special education coordinators of fifth graders in 137 districts in Texas. Survey data indicated that while nearly all districts reported special education settings for the instruction of science for students with disabilities, some districts provided only general education settings. Theoretical and practical implications for teacher preparation are discussed.

Very little research exists on the dependability of handheld computers used in public school classrooms. This study addresses four dependability criteria--reliability, maintainability, availability, and safety--to evaluate a data collection tool on a handheld computer. Data were collected from five sources: (1) time-use estimations by 19 special education teachers using handheld computers, (2) observations of time use from eight external data collectors, (3) teacher interviews, (4) technical reports, and (5) teacher satisfaction surveys. Results indicate that this data collection tool satisfied all four dependability criteria. The study also confirms that dependable handheld computers can replace paper-based data collection in educational settings. (Contains 1 table and 1 figure.)

The article offers information on SKeVA©, a web-based science assessment system which provides students increased exposure to science vocabulary. SKeVA also gives students a chance to better understand TAKS science materials and enable data-based decision making at district, school and classroom levels. SKeVA, which contains more than 1,500 key vocabulary items aligned with TEKS or TAKS objectives, consists of two different test functions: the Pre-Post and the Progress Monitoring testing. Pre-post measures students' knowledge before the instruction while the Progress Monitoring System repeatedly measures students knowledge to know their progress.