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13 pages, 268 KiB

Open AccessArticle

An Exploratory Study of K-12 Teachers’ Perceptions of Adopting Open Educational Resources in Teaching

by Yu-Chun Kuo and Yu-Tung Kuo

Educ. Sci. 2025, 15(4), 468; https://doi.org/10.3390/educsci15040468 - 8 Apr 2025

Viewed by 249

Abstract

With the increased use of digital resources, the use of open educational resources (OERs) has become more demanding in K-12 education, especially after the outbreak of COVID-19. OERs support teachers by providing them with the ability to adapt or create learning materials to [...] Read more.

With the increased use of digital resources, the use of open educational resources (OERs) has become more demanding in K-12 education, especially after the outbreak of COVID-19. OERs support teachers by providing them with the ability to adapt or create learning materials to meet students’ needs. To engage K-12 teachers in the use of OERs, it is important to understand the factors affecting their willingness to adopt them. This study investigated K-12 teachers’ perceptions of using OERs in teaching. The variables, including teachers’ perceived ease of use of OERs, perceived usefulness of OERs, and technology integration self-efficacy, were examined. Other factors associated with teachers’ intention to adopt OERs were explored. Participants were teachers at a university in the north-eastern United States. Both quantitative and qualitative approaches were applied to analyze the collected data. The results indicated that the proposed variables significantly correlated with intention. Ease of use, usefulness, and technology integration self-efficacy were all significant predictors of teachers’ intention to adopt OERs, with perceived usefulness being the strongest predictor. K-12 teachers’ perceived advantages and disadvantages of using OERs in teaching are reported and discussed. Full article

(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)

19 pages, 295 KiB

Open AccessArticle

Teachers Can Use It with Their Littles: Using Case Studies to Explore Preservice Teachers’ Perceptions of Technology

by Amber Beisly and Darshani Abeyrathna Herath Mudiyanselag

Educ. Sci. 2025, 15(3), 366; https://doi.org/10.3390/educsci15030366 - 14 Mar 2025

Viewed by 1177

Abstract

This study explores preservice teachers’ (PSTs’) attitudes toward technology through case studies conducted in a technology-focused course. Nine PSTs completed four case studies addressing screen time guidelines, virtual reality, the digital divide, and ChatGPT-4. Using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as [...] Read more.

This study explores preservice teachers’ (PSTs’) attitudes toward technology through case studies conducted in a technology-focused course. Nine PSTs completed four case studies addressing screen time guidelines, virtual reality, the digital divide, and ChatGPT-4. Using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a coding framework, researchers analyzed 36 written reflections. PSTs often viewed technology as a substitute rather than a transformative tool. While many PSTs expressed skepticism about technology, others acknowledged the potential of tools like ChatGPT to enhance teaching, e.g., providing real-time feedback on writing and translating assignments into native languages. The study underscores the value of case studies in helping PSTs critically evaluate technology’s role in teaching and learning. Despite recognizing its inevitability, PSTs need further support to embrace transformative technology use. Full article

(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)

15 pages, 1830 KiB

Open AccessArticle

Use of Instagram as an Educational Tool with Pre-Service Teachers and the Impact on Digital Competence in Communication and Collaboration

by José Antonio Martínez-Domingo, Inmaculada Aznar-Díaz, José María Romero-Rodríguez and Juan José Victoria-Maldonado

Educ. Sci. 2025, 15(2), 149; https://doi.org/10.3390/educsci15020149 - 26 Jan 2025

Viewed by 1076

Abstract

The rise of social media is transforming education by replacing traditional materials and promoting digital competence, a key area of focus in current training. Platforms like Instagram facilitate collaboration, access to learning, and content creation, becoming essential tools for the development of students [...] Read more.

The rise of social media is transforming education by replacing traditional materials and promoting digital competence, a key area of focus in current training. Platforms like Instagram facilitate collaboration, access to learning, and content creation, becoming essential tools for the development of students and future educators in digital environments. This study aimed to enhance the digital competence of pre-service teachers, particularly in communication and collaboration, through Instagram as an educational tool. A quasi-experimental study with pretest and post-test measures was conducted, involving 391 students from the University of Granada. The results indicated an intermediate level of digital competence with improvements in both groups, though no significant differences were found between them. However, significant effects were observed in the intragroup analysis. The experimental group, which used Instagram as an educational tool for 11 weeks, showed improvements in communication and collaboration, digital content creation, and security. The control group also demonstrated progress, mainly in information search and problem-solving. These improvements align with previous studies, though the progress in the control group may be attributed to factors such as content focused on educational technology, student motivation, and engagement. This study confirms that social media can enhance digital competence as a learning tool. Full article

(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)

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30 pages, 4227 KiB

Open AccessArticle

Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers

by Maaike Grammens, Fien De Smedt and Bram De Wever

Educ. Sci. 2024, 14(12), 1374; https://doi.org/10.3390/educsci14121374 - 13 Dec 2024

Viewed by 1151

Abstract

Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and [...] Read more.

Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding of the essential components of these interventions, which obstructs the replication, dissemination, and implementation of evidence-based PD programs for synchronous online teachers. This study presents the design of SOL-lab, an online PD program aimed at fostering teachers’ technical and social SOT competences. A detailed overview of the online PD design is offered, encompassing the underlying theoretical and empirical foundations, macro-level design principles, and micro-level instructional and learning activities. More particularly, three key design principles guided the online PD development process: focused observation of SOT, providing and receiving feedback, and stimulating the transfer of learning. By integrating authentic learning experiences and fostering reflective practice, our program aims to empower teachers with the necessary competences to thrive in SOT environments. An analysis of teachers’ perceptions indicates that they had a positive experience with the effective features of the PD program. This study offers valuable insights for the development of effective online PD initiatives for SOT. Full article

(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)

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31 pages, 2744 KiB

Open AccessArticle

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 2436

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)

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18 pages, 3877 KiB

Open AccessArticle

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

Cited by 1 | Viewed by 2158

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)

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14 pages, 271 KiB

Open AccessArticle

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

Cited by 1 | Viewed by 1032

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

Open AccessArticle

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 4 | Viewed by 2685

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)

Review

Jump to: Research

25 pages, 1740 KiB

Open AccessReview

Generative AI-Based Platform for Deliberate Teaching Practice: A Review and a Suggested Framework

by Yehudit Aperstein, Yuval Cohen and Alexander Apartsin

Educ. Sci. 2025, 15(4), 405; https://doi.org/10.3390/educsci15040405 - 24 Mar 2025

Viewed by 735

Abstract

This paper begins with a comprehensive review of the deliberate teaching practice literature related to generative AI training platforms. It then introduces a conceptual framework for a generative AI-powered system designed to simulate dynamic classroom environments, allowing teachers to engage in repeated, goal-oriented [...] Read more.

This paper begins with a comprehensive review of the deliberate teaching practice literature related to generative AI training platforms. It then introduces a conceptual framework for a generative AI-powered system designed to simulate dynamic classroom environments, allowing teachers to engage in repeated, goal-oriented practice sessions. Leveraging recent advances in large language models (LLMs) and multiagent systems, the platform features virtual student agents configured to demonstrate varied learning styles, prior knowledge, and behavioral traits. In parallel, mentor agents—built upon the same generative AI technology—continuously provide feedback, enabling teachers to adapt their strategies in real time. By offering an accessible, controlled space for skill development, this framework addresses the challenge of scaling and personalizing teacher training. Grounded in pedagogical theory and supported by emerging AI capabilities, the proposed platform enables educators to refine teaching methods and adapt to diverse classroom contexts through iterative practice. A detailed outline of the system’s main components, including agent configuration, interaction workflows, and a deliberate practice feedback loop, sets the stage for more personalized, high-quality teacher training experiences, and contributes to the evolving field of AI-mediated learning environments. Full article

(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)

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