Technology Pedagogy and Education

Mason, Thembi; Hickey, Rachel; Lowe, Molly; Mason, Tayla; Carr, Nicola

doi: 10.1080/1475939X.2026.2682244pmid: N/A

COVID-19 lockdowns forced schools into extended periods of remote teaching, reshaping how teachers engaged with pedagogy and students in online contexts. The authors explore the experiences of three primary school teachers in Victorian government schools in Australia, analysed through the lens of the Victorian Teaching and Learning Model, including the nine Practice Principles and ten High Impact Teaching Strategies (HITS). Data were drawn from graduate teacher presentations to pre-service teachers and follow-up interviews. Findings suggest that while teachers relied on explicit teaching, goal setting and structured lessons, opportunities for student collaboration, agency and deep learning were limited. Departmental directives and the prescriptive use of HITS were experienced as reducing teacher autonomy and shifting pedagogy to repetitive, teacher-centred practices. The article concludes with recommendations for teacher education, professional learning and classroom practice. These include strengthening digital fluency, supporting teacher autonomy and rebalancing socio-constructivist approaches to counterbalance prescriptive routines.

Huong, Vu Thi Mai; Tung, Nguyen Thi Thanh; Hong, Tieu Thi My

doi: 10.1080/1475939X.2026.2675322pmid: N/A

Blended learning, combining face-to-face instruction with online components through a learning management system, has gained increasing attention in higher education, particularly after the Covid-19 pandemic. It enhances student – teacher interaction and supports students’ academic achievement, self-directed learning. Quantitative and qualitative data were collected from 1007 students and 65 lecturers at pedagogical universities in Vietnam through questionnaires and semi-structured interviews; quantitative data were analysed using SPSS 20.0 and qualitative data thematically. Findings reveal that blended learning is increasingly adopted and perceived as effective when teaching is learner centred, from goal setting to assessment. Effectiveness is further enhanced when (1) lecturers actively engage in both online and offline teaching, (2) students display a positive attitude towards the subject and the lecturer, and (3) technology acceptance contributes indirectly to learning outcomes. Differences in perception between lecturers and students were noted. To improve implementation, institutions should consider providing additional support through teaching assistants.