Abstract: This study examined pre-service technology teachers’ attitudes toward the technology subject from multiple perspectives and derived meaningful implications for designing teacher education programs and the professional development of technology teachers. Thus, we utilized an explanatory sequential design—a mixed-methods research method—to collect and analyze quantitative and qualitative data from first- to fourth-year undergraduates majoring in technology education. An integrated interpretation and discussion of pre-service technology teachers’ attitudes toward the technology subject were derived. First, pre-service technology teachers demonstrated an overall high level of positive attitudes toward the technology subject. They perceived it as a valuable subject, held positive feelings, and expressed a strong intention to teach it effectively. Second, pre-service technology teachers formed both positive and negative attitudes toward the technology subject through prior experiences, such as technology classes in secondary school, as well as through the broader social perceptions surrounding it. Third, as pre-service technology teachers progressed through different academic years, they accumulated professional knowledge in technology education and developed more firmly established perceptions and beliefs about the technology subject. This study suggests supporting the early formation of technology teacher identity and provides directions for future research.

Abstract: Technology and education are closely interconnected in today's world, with technology revolutionizingthe way education is delivered and experienced.Technology and education are increasinglyintertwined, with technology playing a critical role in transforming how education is delivered,accessed, and experienced. In summary, technology enhances education by improving accessibility,personalizing learning, increasing interactivity, fostering collaboration, and providing flexible andlifelong learning opportunities.Technology offers vast potential for enhancing education, fosteringinclusivity, and preparing students for the future, but it also presents challenges that need to becarefully managed.

Abstract: The integration of technology in education has transformed the learning experience, providing students with access to a wealth of digital resources, interactive tools, and virtual environments. While technology has proven beneficial in enhancing education, a key question remains: Can technology fully replace teachers? This article explores the role of technology in education, outlining its benefits and limitations, and ultimately arguing that while technology is a powerful tool, it cannot replace the essential role of human educators.

Abstract: <p><span>The integration of technology in education has transformed the learning experience, providing students with access to a wealth of digital resources, interactive tools, and virtual environments. While technology has proven beneficial in enhancing education, a key question remains: Can technology fully replace teachers? This article explores the role of technology in education, outlining its benefits and limitations, and ultimately arguing that while technology is a powerful tool, it cannot replace the essential role of human educators.</span></p>

Abstract: Abstract Education, a source of knowledge, to know and to understand the world better, which has changed constantly with time and need but the concept of education never changed, i.e. to learn, to understand. Similarly with time Technology became a part in this education system where it basically became an integral part to learn it. The advent of the technology brought about many varied concepts in education system for its growth and sustainable development as the core point of technology and education is for the betterment of the society at large. The arrival of Technology has revolutionized the education sector by offering many opportunities for learners worldwide. And at the same time, it also brought many challenges with regard to concerns about equity, access, and most importantly their usage in right to education. The right to education act, 2009 and national education policy, 2020 has made significant changes in the education sector by making it flexible for the students in nation. And also, to adapt the United Nations sustainable development goals in which Education is also mentioned as important factor for the world development. This article explores the role of technology in education sector for the betterment of children and their future at the same time the interconnection between education and technology.

Abstract: Many countries have launched national educational technology policies in the past number of decades aimed at increasing technology integration in schools. This article analyses educational technology policy in Ireland from 1997 to 2017 and draws attention to an underlying economic agenda for technology integration in schools, set against a backdrop of neoliberal discourses. The study found that the challenge of integrating technology is no longer understood as simply a challenge of “integration” but rather as a realignment of the existing education system toward a more student-centered experience. Most recent policy also recognizes the complex and contextually bound nature of the associated change process suggesting a maturation of understanding in respect of the intersection between technology and education. The article also highlights the symbolic function of policy and the role it plays in representing the educational system in a particular light to national and international audiences. Recognizing the symbolic function of educational technology policy and the neoliberal ideology underpinning it can help identify the reasons for the apparent failures of past attempts to integrate technology in schools as well as informing future policy iterations

Abstract: It is considered important to clarify the role of technology and engineering education for evolving STEM/STEAM education in each country. However, in Japan, unlike in other countries, the focus on STEAM education began after 2018, so the relevance of STEAM education to technology and engineering education has not yet been fully discussed. Therefore, the Japan Society of Technology Education (JSTE) tried to develop a new framework of technology and engineering education for promoting STEAM education in Japan prior to the revision of the National Curriculum. First, we conducted a survey on 1,656 Japanese junior high school students about the status of ‘Technology’ learning. As a result, it was shown that Japanese students have a positive attitude of ‘Technology’ classes. However, there is a lack of learning activities related exploring technology, and design problem-solving is not adequately linked to abilities for technological innovation and governance. From this, we developed a new framework focused on enhancing exploratory activities and problem-solving related to engineering. The framework included the Triple-Loop Model as the engineering design process, the connections between physical and cyber technologies within that scope, and the learning model of STEAM education that centred on the engineering design process with various connections among all subject areas. Lastly, we conducted a survey to evaluate the new framework on JSTE members (four-point scale, agreement rating). As a result, many received mean value of 3.00 or higher, showing that the participants agreed with the proposals. However, the concept of the term ‘Engineering’ (2.78) had a mean value of less than 3.00 and a larger SD than the others. Therefore, in the last version the concept of the term ‘Engineering’ was revised, and the framework was completed.

Abstract: <p><em><span>This article provides an overview of technological advancements and how they have altered society, particularly in the field of education. The greatest human innovation that has altered every aspect of our daily life is without a doubt technology. The use of technology in the classroom has increased over time, particularly since the COVID-19 epidemic.<span> </span>Like anything else in this world, technology has advantages and disadvantages. This article briefly discusses both the advantages and disadvantages of technology in the classroom.<span> </span></span></em></p>

Abstract: Abstract Education, a source of knowledge, to know and to understand the world better, which has changed constantly with time and need but the concept of education never changed, i.e. to learn, to understand. Similarly with time Technology became a part in this education system where it basically became an integral part to learn it. The advent of the technology brought about many varied concepts in education system for its growth and sustainable development as the core point of technology and education is for the betterment of the society at large. The arrival of Technology has revolutionized the education sector by offering many opportunities for learners worldwide. And at the same time, it also brought many challenges with regard to concerns about equity, access, and most importantly their usage in right to education. The right to education act, 2009 and national education policy, 2020 has made significant changes in the education sector by making it flexible for the students in nation. And also, to adapt the United Nations sustainable development goals in which Education is also mentioned as important factor for the world development. This article explores the role of technology in education sector for the betterment of children and their future at the same time the interconnection between education and technology.

Abstract: <p>Background: Globally, technology education has significantly influenced teaching and learning practices. Technology is <br>crucial for preparing children to navigate the rapid advancements in technology and align with the Sustainable Development Goals <br>(SDGs) objectives. Numerous studies across Africa and globally have highlighted various challenges in integrating technology into <br>Early Childhood Education (ECE)</p>

Abstract: Physical education (PE) is tactile, practical, and participative, making it more challenging to integrate technology than other academic subjects. This study intends to analyse the challenges faced by physical teachers while using digital technology in PE. This research included physical education teachers (PETs) from nine secondary schools in Selangor, Malaysia. Qualitative research design was applied in this study and the data was collected via semi-structured interviews and analysed using thematic analysis. The technological pedagogical content knowledge (TPACK) framework is used to analyse PETs technology education practises and issues. Results revealed that there were seven themes emerged for the obstacles: i) lack of infrastructure; ii) lack of financial support; iii) lack of training; iv) time and space management; v) perception and attitude towards PE; vi) student-related constrains; and vii) lack of educational resources. These findings can be useful to support education in the 21st century whereby the teachers should get extensive technology training to improve their digital skills, as well as regular and ongoing technology integration training.

Abstract: This article provides an overview of technological advancements and how they have altered society, particularly in the field of education. The greatest human innovation that has altered every aspect of our daily life is without a doubt technology. The use of technology in the classroom has increased over time, particularly since the COVID-19 epidemic. Like anything else in this world, technology has advantages and disadvantages. This article briefly discusses both the advantages and disadvantages of technology in the classroom.