Technology Pedagogy and Education

Chaker, Rawad; Njingang Mbadjoin, Théodore

doi: 10.1080/1475939X.2025.2457392pmid: N/A

Drawing on a situated approach, the authors study the joint effects of lesson plans, digital artefacts (robots and tablets), spatial behaviours of students and teachers, on reconfiguration of space and interactions between students and teachers. Video observations, cluster analyses and structural equation modelling of indicators show that the lesson plan orchestrated by the teacher plays a significant role in the socio-spatial distribution of students. More precisely, the authors found two different instrumented learning spatial configurations: Traditional Classroom (TC) and Active Learning Classroom (ALC). ALC leads to a horizontal social organisation and general connectedness of the classroom, i.e. multilateral social interactions (e.g. within and from students towards groups of students). Conversely, TC leads to more vertical social relations, with the teacher on the podium and students addressing the teacher. The authors recommend taking into consideration the lesson plan’s degrees of freedom, as well as its possible effects on learning spaces and social interactions, during its implementation.

Levine, Diane Thembekile; O’Reilly, Michelle; Adams, Sarah; Batchelor, Rachel

doi: 10.1080/1475939X.2025.2455473pmid: N/A

To explore children’s online conduct from a child’s digital rights perspective, a small-scale child participatory study was conducted. Eighteen children (5 males; 13 females) in the UK, aged 10–11 years old, participated by conducting interviews in pairs with one another. All children had previously engaged with a lesson to develop their interview skills, framed more broadly within the usual curriculum. A reflexive, organic, thematic analysis was conducted which identified four themes: i) Online experiences and associated conduct, ii) Emotions and Interoception, iii) Agency and action, and iv) Mentalising. The findings demonstrated children’s competencies using digital technology including their insights regarding how their social online interactions and conduct can make themselves and others feel. In conclusion, the research highlights the need for larger-scale studies in partnership with academics, technology companies, political representatives and most importantly children, to be solution-focused to ensure children’s digital rights are enacted.

Palha, Sonia; Jukić Matić, Ljerka

doi: 10.1080/1475939X.2025.2454453pmid: N/A

Digital game-based learning (DGBL) is a pedagogical approach employed in educational contexts, wherein digital games are utilised to effectively attain specific learning outcomes. For teacher professional programmes to develop appropriate curricula on DGBL pedagogy, it is important to understand how teachers currently use DGBL in their teaching practice and what kind of education they need. This study adds to existing knowledge by conducting a survey among 38 in-service mathematics teachers. The findings show that teachers’ use of DGBL is mostly limited to planning pedagogical activity and offer insight into teachers’ preferences for the form and content of education.

Rice, Mary

doi: 10.1080/1475939X.2024.2428600pmid: N/A

Previous research on technology implementation in rural schools has focused on two types of challenges: (1) access to internet-ready technological devices and the infrastructure to operate them and (2) teacher attitudes and beliefs about technologies. This research drew on posthumanism to explore tensions that emerged as technological devices were produced materially in rural classrooms with teachers as agents. Teachers from four high schools in the Midwest and Intermountain West participated in this study. Data included interviews with teachers about their experiences with technological devices across their lifespans, including as they learned to teach, classroom observations, lesson plans and instructional materials and weekly email communications. For findings, teachers co-constructed purposes with devices, negotiated access to infrastructure to use devices at school and described shared labour with devices. Future research should consider how to leverage the devices’ roles as materialised agents alongside teachers when devising strategies for technology implementation.

Lu, Hsiu-Lien; Lin, Hsiao-Fang

doi: 10.1080/1475939X.2025.2461101pmid: N/A

This study explored a conceptual model of competency tasks using the Competency-Based Education (CBE) Scale, grounded in the OECD’s competency framework, which includes knowledge, skills, values and attitudes. The survey incorporates six OECD-defined skill types essential for human learning: cognitive, metacognitive, physical, practical, emotional and social skills, building a preliminary model of competency tasks. The study aimed to identify the core elements and construct a conceptual model of competency tasks as perceived by educators. The System of Competency-based Curriculum Design (SCCD) supported educators in creating competency tasks for final assessments in competency-based units or courses. Factor analysis was conducted on data from 317 teachers across various educational levels in Taiwan, all of whom completed five-day SCCD training sessions. Findings demonstrated the scale’s adaptability, reliability and validity, revealing four components: Fundamental Abilities, Creative Problem-Solving Abilities, Values and Attitudes. Confirmatory factor analysis further validated this competency task model.

Wang, Yang

doi: 10.1080/1475939X.2025.2465437pmid: N/A

Learning engagement is a key indicator of online learning. Given that interpretable learning engagement analysis method with multimodal data is to be explored, a multimodal data supported learning engagement analysis method was proposed and validated in this study. Specifically, 179 students’ behavioral, posting, and facial expression data during online learning were collected to analyze students’ engagement. The analysis result indicates that students’ behavioral data supported behavioral engagement analysis is consistent with their self-reported result (accuracy = 0.961, kappa = 0.875). The consistency analysis with the self-reported learning engagement results also supported the validity of the content data supported cognitive engagement analysis and facial expression data supported emotional engagement analysis. The relationship between students’ learning engagement and learning performance indicated that students’ behavioral and cognitive engagement were significantly correlated to their learning performance. This study proposes a reliable interpretable method for multimodal data supported learning engagement analysis.

Huang, Ting

doi: 10.1080/1475939X.2025.2462180pmid: N/A

Though limited research has explored the agentic video learning of Chinese as Foreign Language/CFL learners, little research has examined Chinese video learners’ agency in Dynamic Assessment (DA) and Zone of Proximal Development (ZPD). This study challenges existing research that considers videos as merely supportive tools and learners as passively engaged viewers. Drawing upon the theoretical perspectives from Sociocultural Theory (SCT), this qualitative case study provides a nuanced understanding of videos as DA tools. Video learners demonstrated agency in DA based on their personal interests by crossing their ZPD via assistant performance to the Zone of Actual Development. Findings revealed that agentic video learning needed social support. Data included semi-structured interviews, stimulus recall, participant observation and document collection. Data also depict heritage and non-heritage Chinese language learners’ different processes of video learning. Implications for research and pedagogy are also discussed.

Anwar, Kaspul; Musa, Juraidah; Salleh, Sallimah

doi: 10.1080/1475939X.2025.2458615pmid: N/A

This systematic literature review identifies and examines the trends, theories or frameworks, practices and recommendations for future studies of pre-service teachers’ (PSTs’) technology integration during teaching practice. The review is guided by the Preferred Reporting Items Systematic Reviews and Meta-Analysis 2020 checklist. The reviewed articles in this study were obtained from four academic databases: Elsevier Scopus, Science Direct, Emerald and Sage Journals, with Google Scholar providing supporting documents. Through this review, 14 articles published between 2017 and 2022 were retrieved, coded and analysed according to the research questions. The findings revealed that the selected studies focus on the six aspects: PSTs’ ICT competencies, readiness, teaching preparation, environmental support and belief, technology implementation and TPACK. In addition, the findings suggest that future studies conduct in-depth research by creating new models by combining different frameworks in diverse settings and underscoring the need to ensure that the models are validated.