Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Technologies and Teacher Education: Preparing Teachers for the Digital Age
share announcement

Technologies and Teacher Education: Preparing Teachers for the Digital Age

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: 15 December 2024 | Viewed by 4691

Special Issue Editor

Dr. Yu-Chun Kuo

E-Mail Website
Guest Editor
Department of Critical Literacy, Technology & Multilingual Education, Rowan University, Glassboro, NJ 08028, USA
Interests: technology integration into teaching and learning; technology self-efficacy; online learning; game-based learning; mobile learning
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

We are pleased to invite you to contribute to this Special Issue on Technologies and Teacher Education: Preparing Teachers for the Digital Age. With the advancement of Information and Communication Technologies (ICTs), preparing teachers to effectively use various types of emerging technologies and digital applications as teaching tools is critical to the enhancement of students’ learning experiences and academic performance in K-12 education. 

This Special Issue focuses on technology integration and innovative use of technologies for different content areas (e.g., social studies, science, math, technology, art, reading, etc.) in teacher education. The technologies used in teacher education may include web-based applications, digital games, mobile technologies, wearable devices, augmented reality, artificial intelligence, virtual labs, learning analytics, etc.

Topics of interest include but are not limited to the following:

  • Innovative approaches and pedagogies of integrating technology to enrich classroom or online instruction;
  • Design and development of instructional interventions to promote teachers’ use of emerging technologies;
  • Assessment or evaluation of technology integration for prospective teachers;
  • Pre- or in-service teachers’ viewpoints concerning the use of emerging technologies in teaching;

Challenges and issues related to incorporating technology into teacher education.

Dr. Yu-Chun Kuo
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • emerging technologies
  • digital applications
  • technology integration
  • teacher education
  • assessment/evaluation
  • innovative approaches and pedagogies

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

31 pages, 2744 KiB  
Article
Technology-Enhanced Feedback System Usability in the Context of Self-Regulation Promotion
by Alenka Žerovnik
Educ. Sci. 2024, 14(9), 948; https://doi.org/10.3390/educsci14090948 - 28 Aug 2024
Viewed by 655
Abstract
Numerous studies have explored the integration of technology-enhanced feedback systems in education. However, there is still a need for further investigation into their specific impact on teacher satisfaction, which is essential for effective feedback delivery to students. This study addresses this gap by [...] Read more.
Numerous studies have explored the integration of technology-enhanced feedback systems in education. However, there is still a need for further investigation into their specific impact on teacher satisfaction, which is essential for effective feedback delivery to students. This study addresses this gap by analyzing teachers’ satisfaction with the “Compliments and Comments Tool”, a technology-enhanced system developed to provide written feedback to students. Using a quantitative approach, this study examined teachers’ perceptions of the tool’s usability in the Slovenian education context, involving a diverse group of 3412 primary and secondary school teachers. Data were collected through surveys employing the System Usability Scale (SUS) and Technology Acceptance Model (TAM) for quantitative analysis, complemented by qualitative insights. The results showed high teacher satisfaction, valuing the tool for facilitating feedback and supporting a positive learning environment. These findings suggest that the “Compliments and Comments Tool” is a valuable addition to educational technology, promoting effective teaching and enhancing student engagement. This study emphasizes the critical role of user-centered design and system usability in educational technology, particularly in fostering effective feedback and promoting student self-regulation. Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)
►▼ Show Figures

Figure 1

18 pages, 3877 KiB  
Article
Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills
by Yara Ahmed Mohebeldin Zaky and Ensaf Nasser Al Mulhim
Educ. Sci. 2024, 14(7), 718; https://doi.org/10.3390/educsci14070718 - 2 Jul 2024
Viewed by 992
Abstract
Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. [...] Read more.
Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area. Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)
►▼ Show Figures

Figure 1

14 pages, 271 KiB  
Article
Turkish Physical Education Teachers’ Use of Technology: Application and Diffusion of Technological Innovations
by Ferman Konukman and Bijen Filiz
Educ. Sci. 2024, 14(6), 616; https://doi.org/10.3390/educsci14060616 - 7 Jun 2024
Viewed by 657
Abstract
The purpose of this study was to determine Turkish physical education (PE) teachers’ level of technological innovation use and attitudes regarding their applications and diffusion. This study consisted of 678 Turkish PE teachers. In total, 265 (39.1%) of the PE teachers were female, [...] Read more.
The purpose of this study was to determine Turkish physical education (PE) teachers’ level of technological innovation use and attitudes regarding their applications and diffusion. This study consisted of 678 Turkish PE teachers. In total, 265 (39.1%) of the PE teachers were female, and 413 (60.9%) were male. A sequential explanatory mixed-methods design was used in this study. “The Applying and Diffusing Technological Innovations Scale for Teachers” was used for data collection. The results showed that the main obstacles the PE teachers face in using technological innovations were the cost of products; security and privacy problems; the need for new versions and technical support; the lack of time; the lack of interest; difficulty in accessing technology; and the lack of understanding. Moreover, there was a significant difference in the tendency to apply and diffuse technological innovations in terms of gender, school type, and school level. We found that the “ability to use innovations” sub-dimension affects the PE teachers’ tendencies to apply and diffuse technology. As a result, we recommend providing various training programs on technological innovations to the older/longer-serving PE teachers, especially those working in public schools and secondary schools. Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)
10 pages, 240 KiB  
Article
Exploring the Factors That Influence K-12 Teachers’ Use of Open Educational Resources
by Yu-Chun Kuo, Yu-Tung Kuo and Hungwei Tseng
Educ. Sci. 2024, 14(3), 276; https://doi.org/10.3390/educsci14030276 - 6 Mar 2024
Cited by 1 | Viewed by 1622
Abstract
The features of open educational resources (OERs) have the potential of enhancing teaching effectiveness and student learning experiences in K-12 education. Encouraging K-12 teachers to use OERs requires an understanding of the factors that have an influence on teachers’ decisions to adopt or [...] Read more.
The features of open educational resources (OERs) have the potential of enhancing teaching effectiveness and student learning experiences in K-12 education. Encouraging K-12 teachers to use OERs requires an understanding of the factors that have an influence on teachers’ decisions to adopt or use OERs in their teaching. In this regard, this study explored the factors related to how teachers perceived their use of OERs, including the perceived ease of use of OERs, perceived usefulness of OERs, intention to adopt OERs, attitudes, OER self-efficacy, and so on. The relationships of several proposed factors were explored. The participants were teachers from a university in the northeastern United States. Both quantitative and qualitative approaches were applied to analyze the collected data. The results indicated that teachers’ perceptions of using OERs were positive overall. Their perceived ease of use and usefulness were two significant predictors of teachers’ adoption of OERs. Other factors that addressed teachers’ willingness and challenges with the use of OER were re-ported and discussed. Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop