Technology, Pedagogy and Education
Journal Data
| Type | JOURNAL |
|---|---|
| Publisher | Routledge (GB) |
| ISSN | 1475-939X / 1747-5139 |
| Scopus | 5800179620 |
| Wikidata | Q15766703 |
| OpenAlex | S84989246 |
| Website | https://www.tandfonline.com/toc/rtpe20/current |
| Total publications | 26 |
| Coverage period | 2016 - 2026 |
| Country | GB |
| Language | EN |
| Indexing | Scopus indexed |
| Impact factor | 12.333 |
| SJR | 0.903 (Q1) |
| SNIP | 1.334 |
| CiteScore | 7 |
| Female authorship share | 57.8% |
Communication · Computer Science Applications · Education · Information Systems · Child Development and Digital Technology · Collaborative Teaching and Inclusion · Digital literacy in education · Diverse Scientific and Economic Studies
Blending video-based learning and simulations to practise inclusion of children with neurodevelopmental disorders
Rapid changes in technological development and the move towards inclusive education increase the need for effective training and professional development for special education teachers who teach children with neurodevelopmental disorders (NDD). Authentic experiences such as simulations and video-based learning were found to be effective in promoting high-quality teaching practice. This study examined the perceived contribution of simulations and …
The reductionism of pedagogy in the online primary classrooms of Covid-19 lockdowns
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 g…
Engineering the future classroom
The authors examine the factors that shape the continued use of Extended Reality (XR) technologies in engineering education, drawing on qualitative insights from faculty members at three Palestinian universities. Their analysis reveals seven interconnected themes influencing XR adoption: contextual conditions, social support, features of XR tools, individual dispositions, pedagogical innovation, future-oriented thinking, and overall attitudes tow…
University folk dance education versus modern online education courses
University folk dance programmes do not always keep up with technological changes. Are online courses an effective alternative to traditional folk dance education in higher education? This article compares the effectiveness of the online course Renew Folk Dance, created specifically for this article, to traditional educational environments for teaching folk dance in China. In this study, 200 first-year folk dance students took part. The primary m…
Blended learning in face-to-face and learning management system models
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 throug…
Improving maths success of low-income children with tablet-supported maths activities in preschool
Socioeconomic status (SES) in childhood strongly predicts mathematics achievement both in early years and later life. Children from low SES families often begin school behind their peers in areas such as early literacy and mathematics, and these disadvantages tend to persist over time. Technology-supported mathematics education is considered a promising way to address this gap. This study investigates the effect of tablet-supported mathematics ac…
Towards digital pedagogies in post-conflict settings
Digital technologies are often framed as drivers of innovation in higher education, yet their role in peace education within post-conflict contexts remains underexamined. In settings marked by surveillance, political sensitivity and inequality, technology integration raises issues of access, agency and purpose. This study contributes to educational technology and peacebuilding scholarship by examining how faculty in Sri Lankan universities use di…
Reaching for community resilience in distance education
During the COVID-19 pandemic, universities were incited to adapt to the drastic transition to distance education as an effective response to an unprecedented necessity. Hence, the concern was to achieve distance educational resilience through preserving educational quality and minimising the side effects of this transition. To indicate how five high-ranked American universities, given their quintessential role worldwide, tackled this resilience, …
Behaviour intention of multisensory digital learning applications usage among university students in Malaysia
This study explored the behavioural intention of university students in Malaysia to use multisensory digital learning applications encompassing vision, audition, kinaesthesis, olfaction, gustation and thermoception. Two hypotheses were tested: (1) technology anxiety has a direct and negative effect on usability, and (2) consumer novelty seeking has a direct and positive effect on usability. The study is guided by the UTAUT model (Unified Theory o…
Digital frugality as a pedagogical component for regulating personal learning environments. An exploratory study in an end-of-school internship
Digital devices have been conceptualised as extensions of the self, particularly within personal learning environments (PLEs). The capabilities of technological solutions may incentivise their extensive utilisation. Digital frugality can serve as an educational instrument in this regard. The present study employed a single-case experimental design with alternating treatment, in which students and instructors (N = 14) engaged in digital frugality,…
Comparing the effectiveness of webcam-based video game and head-swapping video-self-modelling in teaching hand-washing for preschoolers with autism
Learning adaptive skills is crucial for children with autism, yet it poses challenges. Traditional video modelling and emerging technology-aided interventions have demonstrated effectiveness in teaching individuals with autism. With rapid technological advancements, new intervention approaches are continually emerging in special education. This study compares two innovative approaches, technology-enhanced video-self-modelling (iVSM) and a webcam-…
Taiwanese English majors’ technological, pedagogical and content knowledge construction in designing English lessons via an escape room
The design of escape rooms was integrated into a language teacher education programme in Taiwan. This study employed both qualitative (digital escape room projects, reflections) and quantitative (self-, peer- and learners’ evaluations) data to explore 41 Taiwanese English majors’ technological, pedagogical and content knowledge construction on designing digital escape rooms. This study reached the following major findings. Firstly, the digital es…
Introducing AI education in school contexts
This paper examines how AI literacy is conceptualised in Swedish upper secondary school policy documents that govern a newly introduced AI subject. Drawing on Green’s 3D literacy model comprising operational, cultural and critical dimensions, the authors analyse the curriculum and support materials to explore how these dimensions are represented and what this implies for teachers, teacher educators and students. The analysis shows a strong emphas…
Unveiling the path to student engagement and autonomous motivation in online learning
While online learning offers a comfortable, flexible environment that promotes self-directed learning, its success depends on effective teaching practices. Grounded in self-determination theory, this study investigated how need-supportive teaching (NST) practices are related to student engagement and autonomous motivation in online settings. A multi-level analysis of 1588 secondary students revealed that after controlling for student and classroo…
The relationship between Eritrea’s education policy and in-service teachers’ ICT use, attitude and future of ICT in education
This study examines the relationship between Eritrea’s education policy and in-service teachers’ ICT use, attitudes and the future of ICT integration in classrooms. Employing a mixed-methods approach, the research combines surveys (n = 141) and semi-structured interviews with teachers from Asmara under a professional development programme. Findings reveal a disconnect between policy mandates and classroom practices, with teachers primarily using …
Teachers’ digital competence in basic vocational education training in the Basque Autonomous Community
Teachers’ digital competence (TDC) is affected by personal and context-related factors. Although widely examined across educational levels, research on vocational education training (VET) remains scarce. This study aims to analyse the perceived level of TDC among basic VET teachers in the Basque Autonomous Community and to identify the main personal and contextual predictors influencing it. A quantitative study was conducted with 180 basic VET te…
Philosophy of technology assumptions and school principals’ technology leadership in Türkiye
This study aimed to explore how philosophy of technology assumptions (PoTAs) influence school principals’ technology leadership. The research was conducted using a grounded theory design, involving 19 public high school principals (18 male, 1 female) from a large southeastern province in Türkiye. Data were collected through semi-structured interviews, supported by memo writing throughout the process. The analysis followed a constant comparative m…
A design science blueprint for an orchestrated AI assistant in doctoral supervision
This study presents a design science blueprint for an orchestrated AI assistant in doctoral supervision. It synthesises recent supervision gaps and maps them to the capabilities of an orchestrated assistant built around large language models (LLMs) through a severity–mitigability triage, grounded in Stakeholder Theory and bounded by Academic Integrity. The proposed artefact addresses core limitations of LLMs through agentic workflows that extend …
Reconceptualising digital portfolios in teacher education
Teacher education, reflective of the wider educational context, is becoming increasingly digitised. While digital tools have potential for developing practice, they also act on practice. This qualitative research study examined the use of a digital portfolio on a teacher education programme, applying postdigital and posthuman analytic frames to deepen understanding and identify pertinent factors. The digital portfolio was observed to be embedded …
Examining the relationship between I-TPACK skills and artificial intelligence literacy among pre-service primary school teachers
This study examined the relationship between intelligent-technological pedagogical and content knowledge (I-TPACK) skills and artificial intelligence literacy (AIL) among pre-service primary school teachers, focusing on the mediating role of general attitudes towards artificial intelligence (GAAI). Data were collected from 556 pre-service teachers enrolled in undergraduate primary education programmes in Türkiye using the ‘Intelligent-TPACK Scale…
Measuring pre-service teachers’ technological pedagogical content knowledge of games
Integrating digital games into classrooms requires teachers to have specific technological and pedagogical competencies. This study aimed to address the gap in adapting and validating the TPACK-G Questionnaire to assess pre-service teachers’ technological pedagogical content knowledge (TPACK) related to game-based learning in Turkey. Confirmatory factor analysis supported a robust four-factor structure, with acceptable model fit and strong intern…
Impact of gamification and teacher support
The integration of mobile learning with gamification offers new possibilities for English as a Foreign Language (EFL) education, yet evidence regarding sustained engagement in middle school remains scarce. Adopting a longitudinal methodology, the authors investigated the effects of gamification, teacher intervention and individual factors on engagement. Students’ learning behaviours were tracked over eight weeks using time-dependent Cox proportio…
Cultivating teachers’ digital literacy
This study investigated whether ICT-focused professional development workshops delivered through professional learning communities (PLCs) improved Ghanaian K–12 teachers’ digital competencies and intention to use technology. Sixty-seven in-service teachers completed surveys covering five domains: device and software operations, information and data literacy, communication and collaboration, digital content creation and safety. Results showed stat…
High school students’ experience of online learning during Covid-19
The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.’s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners’ experience when using digital devices for learning: personalisation, authenticity and collaboration. High school st…
Virtual, augmented and mixed reality in K–12 education
This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or hi…
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Preparing beginning teachers for technology integration in education
The overall aims of this study are to explore (1) how beginning teachers integrate technology in their practice and (2) the connections between teachers’ technology uses and their pre-service education programmes. Data of this follow-up study were collected through in-depth interviews with beginning teachers. The results reveal that all beginning teachers used a wide range of technological applications, mainly for structured learning approaches, …
Virtual, augmented and mixed reality in K–12 education
This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or hi…
High school students’ experience of online learning during Covid-19
The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.’s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners’ experience when using digital devices for learning: personalisation, authenticity and collaboration. High school st…
Blending video-based learning and simulations to practise inclusion of children with neurodevelopmental disorders
Rapid changes in technological development and the move towards inclusive education increase the need for effective training and professional development for special education teachers who teach children with neurodevelopmental disorders (NDD). Authentic experiences such as simulations and video-based learning were found to be effective in promoting high-quality teaching practice. This study examined the perceived contribution of simulations and …
The reductionism of pedagogy in the online primary classrooms of Covid-19 lockdowns
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 g…
Engineering the future classroom
The authors examine the factors that shape the continued use of Extended Reality (XR) technologies in engineering education, drawing on qualitative insights from faculty members at three Palestinian universities. Their analysis reveals seven interconnected themes influencing XR adoption: contextual conditions, social support, features of XR tools, individual dispositions, pedagogical innovation, future-oriented thinking, and overall attitudes tow…
University folk dance education versus modern online education courses
University folk dance programmes do not always keep up with technological changes. Are online courses an effective alternative to traditional folk dance education in higher education? This article compares the effectiveness of the online course Renew Folk Dance, created specifically for this article, to traditional educational environments for teaching folk dance in China. In this study, 200 first-year folk dance students took part. The primary m…
Blended learning in face-to-face and learning management system models
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 throug…
Improving maths success of low-income children with tablet-supported maths activities in preschool
Socioeconomic status (SES) in childhood strongly predicts mathematics achievement both in early years and later life. Children from low SES families often begin school behind their peers in areas such as early literacy and mathematics, and these disadvantages tend to persist over time. Technology-supported mathematics education is considered a promising way to address this gap. This study investigates the effect of tablet-supported mathematics ac…
Towards digital pedagogies in post-conflict settings
Digital technologies are often framed as drivers of innovation in higher education, yet their role in peace education within post-conflict contexts remains underexamined. In settings marked by surveillance, political sensitivity and inequality, technology integration raises issues of access, agency and purpose. This study contributes to educational technology and peacebuilding scholarship by examining how faculty in Sri Lankan universities use di…
Reaching for community resilience in distance education
During the COVID-19 pandemic, universities were incited to adapt to the drastic transition to distance education as an effective response to an unprecedented necessity. Hence, the concern was to achieve distance educational resilience through preserving educational quality and minimising the side effects of this transition. To indicate how five high-ranked American universities, given their quintessential role worldwide, tackled this resilience, …
Behaviour intention of multisensory digital learning applications usage among university students in Malaysia
This study explored the behavioural intention of university students in Malaysia to use multisensory digital learning applications encompassing vision, audition, kinaesthesis, olfaction, gustation and thermoception. Two hypotheses were tested: (1) technology anxiety has a direct and negative effect on usability, and (2) consumer novelty seeking has a direct and positive effect on usability. The study is guided by the UTAUT model (Unified Theory o…
Digital frugality as a pedagogical component for regulating personal learning environments. An exploratory study in an end-of-school internship
Digital devices have been conceptualised as extensions of the self, particularly within personal learning environments (PLEs). The capabilities of technological solutions may incentivise their extensive utilisation. Digital frugality can serve as an educational instrument in this regard. The present study employed a single-case experimental design with alternating treatment, in which students and instructors (N = 14) engaged in digital frugality,…
Comparing the effectiveness of webcam-based video game and head-swapping video-self-modelling in teaching hand-washing for preschoolers with autism
Learning adaptive skills is crucial for children with autism, yet it poses challenges. Traditional video modelling and emerging technology-aided interventions have demonstrated effectiveness in teaching individuals with autism. With rapid technological advancements, new intervention approaches are continually emerging in special education. This study compares two innovative approaches, technology-enhanced video-self-modelling (iVSM) and a webcam-…
Taiwanese English majors’ technological, pedagogical and content knowledge construction in designing English lessons via an escape room
The design of escape rooms was integrated into a language teacher education programme in Taiwan. This study employed both qualitative (digital escape room projects, reflections) and quantitative (self-, peer- and learners’ evaluations) data to explore 41 Taiwanese English majors’ technological, pedagogical and content knowledge construction on designing digital escape rooms. This study reached the following major findings. Firstly, the digital es…
Introducing AI education in school contexts
This paper examines how AI literacy is conceptualised in Swedish upper secondary school policy documents that govern a newly introduced AI subject. Drawing on Green’s 3D literacy model comprising operational, cultural and critical dimensions, the authors analyse the curriculum and support materials to explore how these dimensions are represented and what this implies for teachers, teacher educators and students. The analysis shows a strong emphas…
Unveiling the path to student engagement and autonomous motivation in online learning
While online learning offers a comfortable, flexible environment that promotes self-directed learning, its success depends on effective teaching practices. Grounded in self-determination theory, this study investigated how need-supportive teaching (NST) practices are related to student engagement and autonomous motivation in online settings. A multi-level analysis of 1588 secondary students revealed that after controlling for student and classroo…
The relationship between Eritrea’s education policy and in-service teachers’ ICT use, attitude and future of ICT in education
This study examines the relationship between Eritrea’s education policy and in-service teachers’ ICT use, attitudes and the future of ICT integration in classrooms. Employing a mixed-methods approach, the research combines surveys (n = 141) and semi-structured interviews with teachers from Asmara under a professional development programme. Findings reveal a disconnect between policy mandates and classroom practices, with teachers primarily using …
Teachers’ digital competence in basic vocational education training in the Basque Autonomous Community
Teachers’ digital competence (TDC) is affected by personal and context-related factors. Although widely examined across educational levels, research on vocational education training (VET) remains scarce. This study aims to analyse the perceived level of TDC among basic VET teachers in the Basque Autonomous Community and to identify the main personal and contextual predictors influencing it. A quantitative study was conducted with 180 basic VET te…
Philosophy of technology assumptions and school principals’ technology leadership in Türkiye
This study aimed to explore how philosophy of technology assumptions (PoTAs) influence school principals’ technology leadership. The research was conducted using a grounded theory design, involving 19 public high school principals (18 male, 1 female) from a large southeastern province in Türkiye. Data were collected through semi-structured interviews, supported by memo writing throughout the process. The analysis followed a constant comparative m…
A design science blueprint for an orchestrated AI assistant in doctoral supervision
This study presents a design science blueprint for an orchestrated AI assistant in doctoral supervision. It synthesises recent supervision gaps and maps them to the capabilities of an orchestrated assistant built around large language models (LLMs) through a severity–mitigability triage, grounded in Stakeholder Theory and bounded by Academic Integrity. The proposed artefact addresses core limitations of LLMs through agentic workflows that extend …
Reconceptualising digital portfolios in teacher education
Teacher education, reflective of the wider educational context, is becoming increasingly digitised. While digital tools have potential for developing practice, they also act on practice. This qualitative research study examined the use of a digital portfolio on a teacher education programme, applying postdigital and posthuman analytic frames to deepen understanding and identify pertinent factors. The digital portfolio was observed to be embedded …
Examining the relationship between I-TPACK skills and artificial intelligence literacy among pre-service primary school teachers
This study examined the relationship between intelligent-technological pedagogical and content knowledge (I-TPACK) skills and artificial intelligence literacy (AIL) among pre-service primary school teachers, focusing on the mediating role of general attitudes towards artificial intelligence (GAAI). Data were collected from 556 pre-service teachers enrolled in undergraduate primary education programmes in Türkiye using the ‘Intelligent-TPACK Scale…
Measuring pre-service teachers’ technological pedagogical content knowledge of games
Integrating digital games into classrooms requires teachers to have specific technological and pedagogical competencies. This study aimed to address the gap in adapting and validating the TPACK-G Questionnaire to assess pre-service teachers’ technological pedagogical content knowledge (TPACK) related to game-based learning in Turkey. Confirmatory factor analysis supported a robust four-factor structure, with acceptable model fit and strong intern…
Impact of gamification and teacher support
The integration of mobile learning with gamification offers new possibilities for English as a Foreign Language (EFL) education, yet evidence regarding sustained engagement in middle school remains scarce. Adopting a longitudinal methodology, the authors investigated the effects of gamification, teacher intervention and individual factors on engagement. Students’ learning behaviours were tracked over eight weeks using time-dependent Cox proportio…