Abstract: Abstract In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers’ lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in technology education, and the ambiguity of the definition of technology education have scarcely been discussed in the literature. This study explored teachers’ experiences with the current integration of technology and identified challenges to the integration of technology and areas where support is needed. Semi-structured interviews were used to collect data and were analyzed using content analysis. Content knowledge, proper training, and professional development programs on the integration of technology along with the need for clear and unanimous curricula standards have been perceived as important factors in the integration of technology education. Participants also acknowledged the need for the establishment of teaching communities wherein they can learn from one another. Our study discusses implications for research and practice and provides a knowledge base for the establishment of well-structured professional development courses based on teacher needs.

Abstract: The Bloomsbury Handbook of Technology Education draws together international perspectives on contemporary praxis in technology education from philosophy to empirical research. Through carefully commissioned chapters, leading authors explore the fundamentals of technology education, curriculum and pedagogy. Chapters discuss technology education as it can be experienced by children and young people, inside and outside of the classroom, across the world, as well as the importance of technology and the history and philosophical origins of technology education. Carefully curated, this is an innovative and exciting volume for students, teachers, teacher educators, researchers, lecturers and professors in technology education.

Abstract: In today’s age of development of science and technology, which is developing extremely fast, the way in which technology is implemented is also changing. One of the important technologies that is used in many areas of business, as well as education, is certainly AR technology, i.e. augmented reality technology. Numerous studies have shown great benefits of applying AR technology in all segments of education, from preschool education, elementary education, secondary education, higher education, as well as within the field of lifelong education. By using AR technology through augmented reality displays and 3D formats, it is possible to facilitate learning processes and experience of the material learned in all areas and segments of education. Scientific research will be carried out for the purposes of drafting this paper. The objectives of the research are to research the attitude towards augmented reality technology in learning and knowledge acquisition and to research the attitude towards the potential for improving educational processes using AR technology. The paper will present the results of research that will show the influence of previous experience with AR technology on the adoption of more positive attitudes towards the implementation of AR technology in learning and acquiring knowledge and will present the potential for the implementation of AR technology within the Croatian educational curriculum in the coming 5 years.

Abstract: Preparing pre-service teachers to integrate technology in their future classrooms is a complex endeavor. Several factors known to affect the use of technology in the classroom include technology knowledge and skills, positive attitudes toward integrating technology, pedagogical expertise with technology and content knowledge in one or more disciplines. One strategy that has been used in many educator preparation programs has been to create a course that teaches how to integrate technology. Measuring the impact of these types of courses is important in determining whether they are meeting the needs of the pre-service teachers in their pursuit to integrate technology in a meaningful and effective way. This paper reports on the measurement and alignment of three aspects that impact pre-service technology integration - technology self-efficacy, strategies and experiences provided by the preparation programs, and the intersection of technology, content knowledge and pedagogy. Pre-service participants in a semester-long course focused on integrating technology gained significantly from pre to post on each of the scales, demonstrating an increase in technology self-efficacy, experiences related to technology during their program and confidence in fusing technology, content knowledge and pedagogy. In addition, the three measures focused on different areas of technology integration aligned to show relationships of the attributes important for using technology in their future classrooms.

Abstract: The use of technology in education should focus on treating students at all levels of education in the same manner, resulting in a change in the teaching and learning process and better learning outcomes for qualitative change in education. The study used Google Scholar for scanning and getting the information. This study seeks to scan factors associated with educational technology for equality. The review selected papers from 2014, 2017, 2019, 2020, and 2021. The selected papers are based on educational technologies for equality in elementary, primary, secondary, and tertiary education. The paper found that there is a need to make sure that everyone has the possibility to access technology, regardless of their disability. The paper suggests that education technology needs to consider equality in terms of gender, race, disability, language, social, and economic status, as well as academic hierarchy. These parameters need to be checked in order to have equality in the use of technology. The success of that will lead to a paradigm shift in education in all sectors, starting at the root of education. The papers recommend that the government make policies about educational technology in all of the education systems, from the root of education to higher education. The application of technology to all foundations of education will lead to sustainable development in education.

Abstract: The chapter examined standards-based programme planning and implementation of technology and engineering in Nigeria. The five sections of the chapter hinge on the Standards for Technological and Engineering Literacy (STEL) released in July, 2020 by International Technology and Engineering Educators Association (ITEEA). The basis of technology and engineering was outlined through the National Minimum Standards Specifications for the implementation of Basic Science and Technology Education curriculum in Nigeria, according to the 9-year Universal Basic Education (UBEC in Universal Basic Education Commission: curriculum implementation guidelines for lower and upper basic education, 2012). Relatively, the prescribed guidelines for the implementation of Senior Science and Technical programmes based on the 9-3-4 system of education in Nigerian are captured. The way learners acquire Science, Technology Engineering and Mathematics (STEM) skills at this level is X-rayed including the connect between the Federal Ministry of Science and Technology in developing learners’ knowledge and skills in STEM. The strengths and weakness of STEM education in Nigeria are critically scrutinized, with emphasis on how STEM education in Nigeria approaches the key study areas of STEM in an integrated manner through a cluster of subjects at all levels of Education. The chapter focuses on STEM in Nigeria with a view on how learners at the 9-year basic education level, 3-year senior science secondary and 4-year university education sequentially cued in STEM education, including how Standards for Technological and Engineering Literacy (STEL) provide an up-to-date roadmap for teachers, administrators, states and curriculum developers to promote technology and engineering education. The chapter pointed out areas of adjustment or modification on the standards of STEM in Nigeria in line with international best practices, to create awareness for adoption of STEL in Nigeria and Africa at large for sustainable development.

Abstract: Technology is the blessing of God. It includes the production and utilization of technological tools and their interaction with society, the environment, and various domains of human activity. The impact of technology on society has been profound, influencing civilization, art, and science. The role of technology in our daily lives is essential, providing solutions to complex problems and simplifying processes that would otherwise be challenging. Technology has transformed education, making it more accessible, efficient, and effective. This study seeks to explore the significance of technology in modern education, examine various technological tools, and evaluate their benefits for students.

Abstract: The challenge of preparing students for technology has prompted educators to increase technology in public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in classrooms. To understand teachers’ conceptions of technology integration, this research study explored definitions and importance of STEM education in technology and individuals’ attitudes toward incorporating technology int teaching. Through a qualitative analysis, we identified existing research gaps in the field, current challenges, benefits, and implication of technology integration in science teaching after instruction.

Abstract: Technology has the potential to enhance learning; however, generic technocentric strategies in schools have exacerbated barriers to technology integration in the classroom. Teachers are key to successful technology integration in schools. Factors such as subject culture and pedagogy will affect teachers’ willingness and ability to adopt technology in the classroom, yet subject-specific studies tend to focus on STEM subjects at the expense of the humanities. This mixed-methods study investigates technology use by teachers and pupils in the A-level history classroom in Northern Ireland, through the lens of Ertmer, P. 1999. “Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration.” Educational Technology Research and Development 47 (4): 47–61 classification of barriers. A number of impediments to effective technology use in the classroom were identified and strategies to minimise these barriers are recommended.

Abstract: शैक्षिक प्रविधि त्यस्तो शाखा हो, जसले विज्ञान मानोविज्ञान, समाजशास्त्र, सञ्चार जस्ता विविध प्रशाखाका विधि सिद्धान्त र अवधारणालाई आधार मान्दछ । हिजोको शिक्षा घोकन्ते भएकाले शिक्षण प्रक्रियालाई विद्यार्थीकेन्द्रित र व्यावहारिक बनाउन शिक्षण प्रविधिको उपयोग आज बहुपक्षीय पद्धतिका रूपमा स्थापित भएको छ तसर्थ शिक्षण विविध तथा प्रविधिमा बाल पद्धति, सहभागितामूलक पद्धति र एकीकृत पद्धति जस्ता नवीन पद्धतिको अवलम्बन गर्ने गरेको पाइन्छ । शिक्षामा प्रविधिको प्रयोग गर्नाले शिक्षण समस्यालाई प्रक्रियागत ढङ्गले व्याख्या गर्न सकिने सिकाइलाई सरल र सहज बनाउन सकिने शिक्षामा नयाँ नयाँ ज्ञान सिपको खाजी गर्ने अवसर प्राप्त हुने गर्दछ । शैक्षिक क्षेत्रमा शिक्षण प्रविधिको प्रयोग गर्नुको मूल ध्येय भनेको मानिसमा भएका ज्ञान, सिप, क्षमताका साथै अन्य भौतिक साधन र स्रोतको अधिकतम उपयोग गराउनु, शिक्षण सिकाइ सम्बन्धी कार्यकलापको सङ्गठन गर्ने, सुधार गर्ने र उत्प्रेरणाका प्रविधि (उपकरण) हरूको प्रयोग गरी शिक्षक र सिकारुको उपलब्धिमा सकारात्मक परिवर्तन ल्याउनु रहेको छ । यस लेखमा प्रविधिको प्रयोगसम्बन्धी भाषाशिक्षकहरूको धारणाका लागि प्राथमिक स्रोतका सामग्रीको प्रयोग गरिएको छ । गुणात्मका ढाँचामा यो लेख संरचित छ र यसमा नेपाली भाषाशिक्षणका क्रममा शिक्षकहरूले प्रविधिको प्रयोग गर्दाको अवस्था र त्यसको प्रभावलाई उल्लेख गरिएको छ । प्रविधिले यान्त्रिक वा प्रविधि (उपकरण) सँग सम्बन्धित तौरतरिकाको मार्गदर्शन पनि गर्दछ । प्रविधि अन्र्तगत कठोर प्रविधि (हार्डवयर) र कोमल प्रविधि (सफ्टवयर) पर्दछन् । सबै भौतिक वस्तुहरू उपकरण प्रविधिहरू हार्डवयरका रूपमा प्रयोय गरिन्छ । मेकानिकल, इलेक्ट्रिकल अन्य उपकरणहरू जस्तै; मेसिन, कम्युटर, प्रोजेक्टरहरू खाली कागज, खाली फिल्म, खाली भिडियो क्यासेट, सेलफोन र खाली क्यामेरा आदि सबै हार्डवयर हुन् । हार्डवयर कठोर प्रविधिको माध्यमबाट प्रयोग गरिने खालका शिक्षण सामग्री, पाठ्यक्रम निर्देशन सामग्री, शिक्षण विधि र तरिका आदि सफ्टवयर (कोमल) प्रविधि हुन् । {Educational technology is such a branch, which considers the methods, principles and concepts of various disciplines such as science, psychology, sociology, and communication as a basis. Because of today's education, the use of teaching technology to make the teaching process student-centered and practical has been established as a multi-faceted method. Therefore, new methods such as children's method, participatory method and integrated method are adopted in teaching. By using technology in education, teaching problems can be explained in a procedural manner and learning can be made simple and easy. The main goal of using teaching technology in the educational field is to make the maximum use of knowledge, skills, abilities and other physical means and resources in people, to organize, improve the teaching and learning activities and to make a positive change in the achievement of teachers and students by using the techniques (tools) of motivation. In this article, information from primary sources have been used for the perception of language teachers regarding the use of technology. This article is structured in a qualitative format and it discusses the situation when teachers use technology during Nepali language teaching and its effects. Technology also guides methods related to machinery or technology (equipment). Technology includes hard technology (hardware) and soft technology (software). All physical objects are used as hardware devices. Mechanical, electrical and other devices like; Machines, computers, projectors, blank paper, blank film, blank video cassettes, cell phones and blank cameras are all hardware. Hardwire is the kind of teaching materials used through hard technology, and curriculum instruction materials, teaching methods and strategies etc. are software (soft) technology.}

Abstract: The ability to use technology within the context of science is important for science students; however, the integration of technology within science is not implemented consistently across the curriculum, nor across grade and age levels. More insight is needed as to how science and technology are integrated in the classroom. Technology usage takes many forms in the classroom, including educational and instructional technology, programming and computational thinking, mathematics modeling, science-specific tools, and dataset usage. This chapter consists of three main sections: a meta study of forms of technology used in science education, a series of vignettes of actual use of technology in the classroom, and guidance on thoughtful adoption of technology.

Abstract: The first step in integrating standards-based science, technology, engineering, and mathematics (STEM) into technology education in Taiwan is understanding standards-based technological curricula. The most-referenced technology curricula are those developed in the USA, which provides technology and engineering education, and in the UK, which provides design and technology education. Hence, the technology education curriculum of the USA has played an essential role as a reference for the development of technology education in Taiwan. Curriculum guidelines for Taiwan’s technology education programs, released in 2019, had similarities with the Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education (STEL), released by the ITEEA in 2020. This chapter on standards-based STEM education in Taiwan covers four key areas: (1) standards-based technology and STEM education curriculum development, (2) the impact of STEL on the development of Taiwan’s technology education, (3) the implementation of standards-based STEM teaching in Taiwan, and (4) opportunities and challenges for standards-based STEM education in Taiwan.

Abstract: In contemporary education, the application of information technology has become an indispensable part. This article explores the application of information technology in education and emphasizes the importance of teachers learning and updating information technology knowledge. By using information technology, teachers can expand their teaching ideas and space, and change the way they prepare and teach. The article also mentions some relevant research, including "The Impact of Information Technology on Education Concepts in the 21st Century" and the application of information technology in education by UNESCO. In summary, this article aims to encourage teachers to actively learn and apply information technology to improve their teaching effectiveness.

Abstract: South Korea has mandated technology education as a general education subject since 1954. However, recent educational trends, such as the emergence of computer education; artificial intelligence; Science, Technology, Engineering, and Mathematics (STEM); and K-12 engineering education, call for considerable change in Korean technology education. The authors translated and published Standards for Technological and Engineering Literacy (STEL) in Korean to introduce the new standards to Korean educators in response to these challenges. This case study will review the history of Korean technology education from its inception in the 1960s and discuss the potential impacts of STEL on the Korean technology education curriculum. Additionally, this case study will illustrate the process of publishing STEL in Korean, including the team-building process, challenges in translating the text, and peer review for quality control. Lastly, the authors will discuss the implications, visions, and challenges of Korean technology education with STEL translation.

Abstract: This chapter is about how Sámi culture and knowledge systems are reflected through Technology Education in a Sámi school. The aim is to discuss the benefits of using traditional cultural artifacts in Technology Education, as well as what aspects indigenous technological knowledge systems (ITKS) can contribute to Technology Education. The chapter is based on the results of a case study, including recurring visits to a Sámi school in northern Sweden. In this Sámi school, specific traditional cultural artifacts were used as starting points for technology teaching. The cultural context was central and included both historical and present perspectives, with clear connections to other subject areas, as well as the children’s own experiences. Sámi myths and fairy tales were also frequently used for contextualisation. Since each technology activity was linked to many different perspectives and subject areas, the technology teaching was grounded on a holistic view of knowledge. The traditional cultural artifacts were not only attributed a practical value but also a symbolic value connected to inherited knowledge and practical applications and skills. The pupils were thus given the opportunity to discover that technology is not only modern high technology. In summary, this chapter illustrates how traditional cultural artifacts can play an important role in Technology Education and contribute to broadening the understanding of the relationship between humans, culture, nature, technology, and history. An inclusion of ITKSs in the curriculum may not only prevent marginalisation of indigenous knowledge, but also provide opportunities to broaden pupils’ understanding of technology, how it evolves, and the driving forces behind technological change.

Abstract: The evolution of technology affects every aspect of our lives, from banking to communicating with each other. In fact, technology has become an integral part of supporting society, and therefore its integration with education is inevitable. Technology not only gives students access to countless online resources, but also helps them in their learning process. Many universities and educational institutes have started using technology in their teaching methods.

Abstract: This chapter introduces trends and cases of maker education in South Korean technology education. In particular, this study investigates a technology teachers’ professional learning community for maker education. Four themes were drawn from a qualitative analysis of the four technology teachers’ interviews and relevant literature reviews: sharing and communication, we are makers, technology teachers as practitioners for maker education, and diffusion and movement. MAKERS, a technology teachers’ professional learning community is focused on sharing and communication. In addition, MAKERS became makers and experienced making and collaboration presenting a balanced interest and practical ability in both hardware and software parts. Lastly, MAKERS is very active in practicing and spreading maker education and technology education.

Abstract: Preparing pre-service teachers to integrate technology in their future classrooms is a complex endeavor. Several factors known to affect the use of technology in the classroom include technology knowledge and skills, positive attitudes toward integrating technology, pedagogical expertise with technology and content knowledge in one or more disciplines. One strategy that has been used in many educator preparation programs has been to create a course that teaches how to integrate technology. Measuring the impact of these types of courses is important in determining whether they are meeting the needs of the pre-service teachers in their pursuit to integrate technology in a meaningful and effective way. This paper reports on the measurement and alignment of three aspects that impact pre-service technology integration - technology self-efficacy, strategies and experiences provided by the preparation programs, and the intersection of technology, content knowledge and pedagogy. Pre-service participants in a semester-long course focused on integrating technology gained significantly from pre to post on each of the scales, demonstrating an increase in technology self-efficacy, experiences related to technology during their program and confidence in fusing technology, content knowledge and pedagogy. In addition, the three measures focused on different areas of technology integration aligned to show relationships of the attributes important for using technology in their future classrooms.

Abstract: Information Technology in Sports has established scientific discipline, Research activities, improve Learning and coaching, Bio-mechanical analysis and field research have evolved. In future very soon the way computer with be applicable in sports with good quality and best results. The modern alternative is the use of technology meant to increase accessibility to information and teaching process effectiveness. This paper highlights the use of modern technology in physical education and sports. The use of technology for teaching and learning has been summarized, in the following aspects: the needs for technology, computer-motion analysis, internet, video analysis/conferencing, chatting and challenges. It is concluded that technology use enormously improve teaching and learning of physical education and sport. The field of physical education and sports can make a significant contribution to the role that technologies play in our lives by carefully considering the benefits and liabilities of new information technologies on the whole person, body as well as mind. Information technology play vital role in the human being in particularly in field of sports and games.

Abstract: In order to explore the application and research progress of information education technology and AI technology in e-commerce teaching, an application and research method of information education technology and AI technology in e-commerce teaching has been proposed. Firstly, this article introduces

Abstract: Technology has arisen as a powerful tool for enhancing student’s learning and engagement in science education, particularly in the context of elementary inquiry-based science education (IBSE). This systematic review examines the use of technology in elementary IBSE over the past decade, analyzing 22 empirical studies to identify research trends, explore relationships among inquiry phases and process skills, and identify examples of technology utilization and affordances. The study reveals that technology has mainly been used to support students’ observation and data interpretation skills during the investigation phase of inquiry. However, it also indicates that technology has the potential to support other science process skills in other phases of inquiry in a variety of ways. Supporting students to capture and collect data, providing learning materials, and linking the real-world context were the three predominant affordances. Furthermore, the analysis suggests research gaps in the use of emerging technology and insufficient attention paid to employing technology to support students’ modeling processes and the use of simulations. These findings point to the need for further investigation to fully explore the potential of technology in supporting students’ learning and engagement in elementary IBSE.

Abstract: This article presents suggestions and recommendations regarding the possibilities of mixed education technology and their use in the development of students' competence in natural geography.

Abstract: Technology has arisen as a powerful tool for enhancing student’s learning and engagement in science education, particularly in the context of elementary inquiry-based science education (IBSE). This systematic review examines the use of technology in elementary IBSE over the past decade, analyzing 22 empirical studies to identify research trends, explore relationships among inquiry phases and process skills, and identify examples of technology utilization and affordances. The study reveals that technology has mainly been used to support students’ observation and data interpretation skills during the investigation phase of inquiry. However, it also indicates that technology has the potential to support other science process skills in other phases of inquiry in a variety of ways. Supporting students to capture and collect data, providing learning materials, and linking the real-world context were the three predominant affordances. Furthermore, the analysis suggests research gaps in the use of emerging technology and insufficient attention paid to employing technology to support students’ modeling processes and the use of simulations. These findings point to the need for further investigation to fully explore the potential of technology in supporting students’ learning and engagement in elementary IBSE.

Abstract: <p><i>All facets of life are already impacted by technology. The education sector in particular has prospered greatly due to widespread use of technology. Additionally, technology has demonstrated its usefulness in language instruction by serving as a source of inspiration and creating opportunities for real-world instruction. Nevertheless, there are still drawbacks in educating with technology. Learners could misuse technology and become easily distracted. Other than that, using technology frequently can restrict students' capacity for thought. Thus, this paper examines the highlights and difficulties in utilizing technology to teach languages. This paper might be a resource used by educators who want to incorporate technology into ESL instruction. Future studies can examine the impact of technology on students' attitudes.</i></p>

Abstract: &lt;p&gt;&lt;span&gt;&lt;span&gt;&nbsp;&lt;/span&gt;&lt;/span&gt;&lt;em&gt;&lt;span&gt;Modern Information Technology (MIT) age becomes an era of enhancing the knowledge providing sound and unmatched feasibility for discovery, exchange of information, communication and exploration to strengthen the teaching learning process. Modern information technology pays more and more attention to e-learning in higher education. MIT Strategies help in promoting opportunities of enhancing the Geo-Literacy knowledge among Higher Education students. The present research paper focused on the study is to find the effectiveness of&lt;span&gt;&nbsp; &lt;/span&gt;Modern Information Technology (MIT) for enhancing Geo-Literacy among Higher Education students. Modern Information Technology (MIT) and Geo-Literacy are important aspects of the education system. Now a days Modern Information Technology Strategies (MITS)&lt;span&gt;&nbsp; &lt;/span&gt;playing a very vital role in human life because with connection in the daily Teaching-Learning Process. The vital roles of technology in education are that students and teachers can interact very well and teachers can serve all study material through online mode, so that students can better understand the topics and solve the problem. Modern Information Technology Strategies (MITS) approaches modern classroom, Smart classes, which primarily focus on improvising the performance of every student. Modern Information Technology Strategies (MITS)&lt;span&gt;&nbsp; &lt;/span&gt;has bought about many dramatic changes in how teachers teach and how students learn. Education use Modern Information Technology (MIT) to design and assess learning activities, to communicate with students and the interactive education for continuous development. The present paper focused on the study of Modern Information Technology Strategies (MITS) for enhancing Geo-Literacy among Higher Education students with prime objectives are (i) To understand the concepts of Modern Information Technology (MIT) and Geo-Literacy. (ii) To Prepare and Develop the Modern Information Technology Strategies (MITS) for enhancing Geo-Literacy among Higher Education Students. (iii) To find the&lt;span&gt;&nbsp; &lt;/span&gt;effectiveness of&lt;span&gt;&nbsp; &lt;/span&gt;Modern Information Technology Strategies (MITS)&lt;span&gt;&nbsp; &lt;/span&gt;for enhancing Geo-Literacy among Higher Education Students. MIT WPU, School of Education, Pune is the sample of present study. This study has been completed via use of experimental research method based on pretest - posttest research approach.&lt;/span&gt;&lt;/em&gt;&lt;/p&gt;

Abstract: In this article, a scientific discussion was conducted about the practical and theoretical aspects of the competence approach in shaping the pedagogical characteristics of future technology teachers.