Journal of Research on Technology in Education
Journal Data
| Type | JOURNAL |
|---|---|
| Publisher | Informa (GB) |
| ISSN | 1539-1523 / 1945-0818 |
| Scopus | 21100301445 |
| Wikidata | Q15753658 |
| OpenAlex | S4210183620 |
| MAG | 4210183620 |
| Website | https://www.tandfonline.com/toc/ujrt20/current |
| Total publications | 417 |
| Coverage period | 2002 - 2026 |
| Country | US |
| Language | EN |
| Indexing | Scopus indexed |
| Cited by | 24 |
| Impact factor | 2.966 |
| SJR | 2.172 (Q1) |
| SNIP | 2.864 |
| CiteScore | 17.9 |
| h-index | 1 |
| i10-index | 1 |
| Overton policy citations | 2 |
| Female authorship share | 54.9% |
This journal focuses on research concerning technology in education. While technology studies can intersect with anthropology (STS), this venue's primary emphasis is on pedagogical applications and educational research, placing it within the broader field of education. Anthropological content would be occasional rather than structural
Computer Science Applications · Education · Child Development and Digital Technology · Digital literacy in education · Digital Storytelling and Education · Diverse Educational Innovations Studies · Education and Technology Integration · Educational Games and Gamification
Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Bridging theory and practice
We investigated the impact of simulation training for technology integration (ST2I) on technology integration competency among pre-service teachers. A quasi-experiment was conducted in a 15-week undergraduate course with 45 pre-service teachers. Participants were assigned to experimental and control conditions. Those in the experimental condition received training with ST2I, whereas those in the control condition received conventional training. S…
Understanding individual differences in students’ responses to technology-based feedback on a writing task
Computer-based feedback interventions are generally effective—but not for all students. Students’ achievement motives (hopes for success, fear of failure) might explain how students respond to feedback in interplay with initial task performance. In a sample of 949 secondary school students in Germany (Grades 7–9) we found that when the task criterion was initially not met, higher hopes for success were positively associated with students’ subsequ…
Unleashing the potential of flipped learning in K–12
This systematic review focuses on experimental studies conducted in K–12, including research on flipped learning approaches from peer-reviewed journals indexed in Web of Science and Scopus up until 2023. The study followed the PRISMA guidelines. Most of the studies examined compared the traditional classroom model with the flipped learning model. The studies have shown that flipped learning has positive effects on academic achievement, motivation…
Developing a technology-based instrument for assessing inductive reasoning in kindergarten
While digital tools are recognized for supporting skill development, few studies have explored their use in assessing reasoning during early childhood. To address this gap, our study examines the applicability, reliability, and construct validity of a tablet-based assessment for inductive reasoning in kindergarten. A clinical interview with 11 children tested the validity and usability of the tasks, followed by a larger study with 237 participant…
The effect of peer assessment-based collaborative concept mapping on pre-service teachers’ perceptions on smart learning environments
The acceptance of smart technology is crucial in determining the effectiveness of smart teaching. Consequently, it is essential that pre-service teachers grasp the concepts of smart learning environments to better adapt to these technological changes. Research has shown that concept mapping can assist learners in organizing complex concepts, which, in turn, may enable pre-service teachers to deepen their understanding of smart learning environmen…
Designing games, developing competencies
This design-based research study examines how the Go-Show-Flow-Glow (GSFG) framework supports elementary students’ engagement with ISTE Standards for Students through participatory game design. Twenty-three third-grade students designed educational games about the Dust Bowl during a five-day implementation. Thematic analysis of 540 coded instances revealed differential engagement across ISTE Standards: Innovative Designer dominated (34%), followe…
Reality check in virtual worlds
This study investigates the instructional roles teachers perceive and enact when integrating immersive virtual technologies in K–12 classrooms, comparing low-immersive desktop VR (DVR), immersive rooms (IR), and fully immersive virtual reality (VR). Drawing on 31 teacher interviews and 42 classroom observations, teacher degree of centrality was analyzed using the teacher prototypes framework (sage, facilitator, guide, partner). Three case studies…
A systematic review on cultural context, time orientation, and power distance in ICT-mediated collaborative learning in higher education
Information and communication technologies (ICTs) encompass the use of digital tools including computers, mobile devices, online platforms, and interactive software for enhancing communication, learning, and productivity. Most studies focus on participation, communication, and learning experience, leaving a critical gap in understanding how intercultural constructs shape digital engagement and learning outcomes in multicultural ICT-mediated conte…
Blended learning in design education
This study aims to synthesize the existing fragmented findings on Blended Learning (BL) in the design studio context within design education and identify existing problems to propose research agendas. A total of 26 studies published between 2006 and 2024 in the Web of Science (WoS) database were selected through a rigorous two-round screening process involving inclusion-exclusion criteria and quality assessment. Theories-Contexts-Characteristics-…
Students as AI literate designers
Although introducing AI education into K-12 schools has attracted significant interest from educators and researchers, research into effective strategies for enhancing elementary students’ AI literacy remains in its infancy. Grounded in design-based learning, we propose a pedagogical framework, “Students as AI literate designers” (SAILD), to facilitate young learners’ acquisition of AI literacy by designing solutions for real-world problem-solvin…
Behind the screen
Independent engagement can be challenging for K-12 online students. Parents’ physical presence makes them an important source of engagement support. Previous research on parental support in online courses is limited and focused on asynchronous learning within a single program. Since the COVID-19 pandemic, online enrollments have grown and instructional modalities have evolved. To better understand parental support post-Covid, we interviewed 21 pa…
Elementary school students’ and teachers’ perceptions toward creative mathematical writing with Generative AI
While mathematical creative writing can engage students in expressing mathematical ideas in an imaginative way, young learners struggle in this process. Generative AI (GenAI) offers possibilities for supporting them, such as providing story generation. As the design of GenAI-powered learning technologies requires careful consideration of the technology reception in classrooms, this study explores students’ and teachers’ perceptions of creative ma…
Integrating 3D modeling and printing with model-eliciting activity for pre-service mathematics teachers
To understand three-dimensional modeling and printing (3DMP) technology, pre-service mathematics teachers (PMTs) need to experience it within their education program. This technology can be used to solve model-eliciting activities (MEAs). The present qualitative study aimed to investigate the challenges and opportunities of PMTs in integrating 3DMP while solving one MEA. To this end, the qualitative data—the researchers’ field notes and the PMTs’…
Modeling situational interest
Situational Interest (SI), a transient psychological state pivotal for learning engagement, remains challenging to assess due to its dynamic and multidimensional nature. This study proposes a multimodal representation framework to address this gap by integrating cognitive-affective components and multi-source theories. The framework systematically models SI through three observable dimensions: attention (quantified via head posture analysis), lea…
Resource gain spirals in the digital era
With the ongoing digital transformation of education, the critical role of digital literacy (DL) in fostering teachers’ Digital Teaching Innovation Behavior (DTIB) has become increasingly apparent. However, the mechanisms through which DL influences DTIB remain unclear. Drawing on Conservation of Resources theory, this study proposes a chain mediation model where technology integration self-efficacy (TISE) and knowledge sharing (KS) mediate the r…
Micro
Cultivating computational thinking (CT) for K-12 students has become the central issue in the digital age. However, the most significant impediment to the long-lasting development of students’ CT is teachers’ lack of CT and positive programming attitudes (PA). Therefore, this research aimed to explore the effects of Micro: bit programming training activities on STEM teachers’ CT and PA. We conducted a quasi-experimental study with 55 elementary S…
Toward guidance and principled values on the ethical, responsible, and transparent use of GenAI in the educational research process
As technology continues to shape our interactions with the world around us, the advent of advanced generative artificial intelligence (GenAI) models, such as ChatGPT, has presented us with potentia
A year of generative AI in English language teaching and learning - A case study
Artificial intelligence (AI) tools are becoming increasingly prevalent in various fields, including foreign language education. Understanding foreign language students’ and teachers’ perceptions, experiences, ideas, and suggestions is crucial for effectively integrating these tools into language learning. To this end, this case study examines the perceptions of 14 English as a Foreign Language instructors and 13 students regarding the integration…
Assessing Digital-AI learning metacognition competencies in smart school principals
Digital-AI metacognitive learning competencies are becoming essential for educational leadership in smart schools. However, few tools assess principals’ adaptive metacognitive stewardship in AI- and digitally integrated environments. This methodological study aimed to develop and validate the Digital-AI Learning Metacognition Stewardship Scale (LMS) for secondary school principals. Data from 630 principals were analyzed using exploratory and conf…
Exploring teacher perspectives on contemporary complexities in K-12 ICT integration
Although the COVID-19 pandemic accelerated information and communication technology (ICT) use, concerns around the impacts of technology on young people are on the rise. The contemporary influences on teachers as they make decisions about ICT and how different contextual elements affect their technology use are not well understood. To address this literature gap, this qualitative study collected data via interviews with K-12 teachers (N = 16). Da…
Educational robotics and student development
Despite growing scholarly attention to the impact of educational robotics on student development, there remains a lack of second-order meta-analysis clarifying the overall effect of educational robotics interventions. This study conducted a second-order meta-analysis synthesizing 17 effect sizes from 15 primary meta-analysis, documenting and analyzing their key characteristics. Results revealed that educational robotics demonstrated a moderate po…
Digital equity in Canada
This sequential mixed-methods study explores digital equity among immigrants and youth in Canada, focusing on English language learner (ELL) newcomer youth. Quantitative analysis of the national Canadian Internet Use Survey (CIUS) shows high levels of digital access, skills, and empowerment among immigrants and youth. However, qualitative findings from interviews with five ELL newcomer students reveal persistent barriers, including language chall…
Keeping the “glass box” transparent
Negotiation is a hard-to-measure competency, involving a dynamic balance of relational and outcome-oriented dimensions. Generative AI has opened avenues for delivering real-time assessment and feedback after a negotiation simulation. However, there is a tension between the “black box” architecture of GenAI and the “glass box” approach of stealth assessment. This case study uses a mixed-method approach to compare ratings and feedback given by GenA…
Rex to the rescue
Stealth assessment, rooted in evidence-centered design (ECD), provides an unobtrusive means of assessing students’ competencies in online environments. This paper presents a formative, performance-based assessment in the Inquiry Intelligent Tutoring System (Inq-ITS), designed using ECD and integrating AI-driven stealth assessment to provide targeted, real-time support for students’ mathematical modeling in science investigations. We examined the …
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedago…
Exploring the use of virtual reality by pre-service elementary teachers for teaching science in the elementary classroom
This research was conducted on two groups of pre-service elementary teachers (PSETs) (N = 38) in a pre/post within-subjects design. Participants were asked to critique, create, and evaluate the use of virtual reality (VR) classroom applications during a three-stage intervention. Pre/post questionnaires assessed the change in attitudes toward using VR and technology when teaching. Participants felt significantly more ready to teach science using c…
Using stakeholder feedback to improve online professional development opportunities
Traditional professional development is often characterized as being expensive, time consuming, and lacking impact. In contrast, online professional development provides greater flexibility and is becoming increasingly popular for school personnel. In this article, we report the process and outcomes of gathering feedback to adapt traditional in-person to online training differentiated for the participants to maximize utility, efficiency, and effe…
Teachers on Reddit? Exploring contributions and interactions in four teaching-related subreddits
The website Reddit has received scant attention from educational researchers despite the presence of numerous teaching-related subreddits that host thousands of threaded conversations. The purpose of this study was to provide an initial comparison of discussions occurring in several different affinity spaces on Reddit. Because of the lack of relevant prior research, there was no baseline for what to expect in Reddit discussions, so all posts and …
Moving beyond enhancing pedagogies with digital technologies
Digital technologies are a part of schooling, however, given the significant focus on using of digital technologies in teaching and learning, there is little evidence of wide scale transformation. It is within this context that this paper reports on a qualitative, explanatory case study of six teachers, with experience in enhancing pedagogies in a well-established ubiquitous technologies environment, consciously seeking to transform their practic…
Exploring Top Hat’s Impact on Undergraduate Students’ Belongingness, Engagement, and Self-Confidence
Evidence suggests that the use of educational technologies may promote positive learning environments and contribute to students’ success. The following mixed methods study examined the impact of Top Hat in a blended learning environment on undergraduate students’ sense of belongingness, engagement, and self-confidence in a Canadian post-secondary institution. A survey study measured students’ sense of belongingness, engagement, and self-confiden…
Distributed leadership for personalized learning
Personalized learning refers to a collection of practices designed to place student interests and needs at the heart of schooling. Schools that implement personalized learning need leaders that support educators and students in redesigning the core practices of teaching and learning in K-12 schools. To answer the question of how leaders support this redesign, we use distributed leadership theory to focus on the macrotasks and microtasks that lead…
Toward a taxonomy of adaptivity for learning
Adaptive learning and personalization have long been of great interest to learning designers and educators, and recent technological advances that have opened up a range of new possibilities for adaptivity. However, we lack clear definitions of the terms adaptivity and personalization, and the theoretical and empirical soundness of implementations of corresponding systems varies greatly. We therefore first provide definitions for key concepts rel…
Strengths-based blended personalized learning
This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent info…
Appraising research on personalized learning
This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experienc…
Personalized learning and Essa
The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, …
Personalized learning in iSTART
Computer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have improved the system. It also provides results of a recent implementation of an adaptive logic that incr…
Personalizing college mathematics with technology
This study investigated personalization as an innovation that can be used to impact college mathematics achievement. In the reported study, similar tasks using personalized data and teacher-selected data were implemented in courses in both 4-year and 2-year colleges. Pre- and posttests and student work were analyzed to examine the impact of personalization on student understanding. Our findings provide insight into how the use of the technology c…
Participants’ views of the use of video in lesson study in higher education in Spain
Lesson study (LS) is a process through which teachers design, teach and discuss a lesson collaborating with colleagues. Sometimes, it includes video recording the lesson so teachers can use videos to later discuss the lesson and its improvement, however, there is little research addressing the consequences of doing it. This article investigates participants' perceptions and use of video within LS. Results show that participants perceived video in…
How do different laboratory environments influence students’ attitudes toward science courses and laboratories
The science learning environment is an important factor in students’ attitudes toward their science experiences in school, as well as toward science courses. This study compares how learning in different laboratory environments (hands-on or virtual) influences these attitudes for middle school (7th grade) students. Participants were 143 seventh-grade students from a public school. They were enrolled in four different seventh-grade science classes…
Reading from print, laptop computer, and e-reader
Digital and print readings differ in their affordances. Past research supports a print advantage, but few studies have used within-subjects approaches or compared handheld devices and multiple reading genres. We compared college students’ reading of several excerpts on paper, a laptop, and an e-reader. Students read on all platforms, completed comprehension tasks, and answered questions on their perceptions and preferences. Results indicated that…
The device in the room
This yearlong study explores how digital technologies are used during literacy instruction in the critical year of third grade. We analyzed technology use in 16 classrooms across six geographically and socioeconomically diverse schools. We examined the multiple layers of technology’s influences on teachers’ instructional decision-making and on students’ engagement. Applying Bloom’s Revised Taxonomy alongside the SAMR model, expectations for stude…
Effects of interactivity and progressive visuospatial cues on learners’ comprehension of dynamic visualizations
The present empirical study investigated whether progressive visuospatial cues presented in a self-regulatory mode could assist learners in comprehending the operation of a mechanical system. In the present study, the interactivity and cueing were the independent variables in terms of investigating their effectiveness on retention and transfer test results. Dynamic visualizations enriched with visuospatial cues in either system-paced or self-regu…
On the digital frontier
Even in the most remote U.S. rural contexts today technology is a part of schooling. This article explores stakeholders’ perceptions of educational technology as it relates to schooling in six rural districts in the state of Idaho. Stakeholder descriptions were collected using sondeo style focus groups with seven specific groups (students, parents, teachers, support staff, community members, principals, boards, and superintendents) in each distri…
Development and promise of a vocabulary intelligent tutoring system for Second-Grade Latinx English learners
We examine the promise, usability, and feasibility of an intelligent tutoring system (ITS) to improve the vocabulary and language proficiency in science and social studies of Latinx second grade English learners (ELs). Participants were 217 ELs attending English only programs or bilingual programs. Findings from the clustered randomized control trial using a researcher-developed proximal assessment indicated that students who used the ITS signifi…
Coding moves
Over the past 7 years, we pioneered the development of a program blending dance choreography, computer programming, and a virtual environment to teach computational thinking, broadening pathways for more diverse students. We investigated the ways in which upper elementary and middle school students creating dance performances for virtual characters utilize embodied ways of thinking to engage with computational concepts, practices, and perspective…
Measuring teacher beliefs about coding and computational thinking
This study sought to identify factors that affect teachers’ beliefs about teaching computing in their classrooms. By reviewing existing scales and research on computing, we created the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale. Through confirmatory factor analysis and structural equation modeling we validated the scale with data from 245 elementary teachers from eight U.S. school districts who participated in computin…
Examining K–12 teacher learning in a makerspace through the activity–identity–community framework
Despite growing interest in the educational benefits of integrating making into formal educational contexts, few studies have examined professional development (PD) models for assisting K–12 teachers in doing so. Through the design and implementation of a unique PD experience, this qualitative case study examined the perspectives of eight teachers from an independent girls’ high school who participated in an eight-week maker-centered learning exp…
Development, validity, and reliability of an educational robotics based technological pedagogical content knowledge self-efficacy scale
The integration of technology into science teaching by pre-service science teachers and their self-efficacy in using technology in their teaching practices are important issues for science education. The purpose of this study is to develop an Educational Robotics Technological Pedagogical Content Knowledge (ER-TPACK) self-efficacy scale based on a transformative TPACK framework. The data obtained from 266 pre-service science teachers were divided…
Construct validity of data from a TPACK self-assessment instrument in 2-year public college faculty in the United States
Mishra and Koehler’s technological pedagogical content knowledge (TPACK) theory can help provide the framework for measuring needed knowledge, skills, and abilities (KSAs) in faculty members at 2-year public colleges. This study tests a self-assessment survey in a large sample of 2-year public college faculty members. Using factor analysis, the Community College TPACK Survey for Meaningful Learning (CC-TSML) is found to demonstrate internal relia…
Who Is behind this? Preparing high school students to evaluate online content
Prior research suggests that high school students often struggle to evaluate online content; however, with support, they can learn to conduct more effective digital evaluations. This study extends our understanding of how students attend to the source of online information and the role instruction may play in changing students’ evaluation of online sources. Reporting on the pre- and posttest responses of high school students (N = 420) who partici…