An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K–12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62. Summary This study surveyed 126 teachers to understand their thoughts, challenges, and support needs. Most teachers had positive views about using technology, saying it helps with learning …
Abstract This blog explores key insights into the role of artificial intelligence (AI) in education and workforce development, examining how AI shapes global influence, impacts learning environments, and creates new skill demands. Drawing from studies by Nemorin et al. (2023), Morandini et al. (2023), and an additional article by Selbst et al. (2019), the post …
Brophy J. Connecting with the Big Picture. Educational Psychologist. 2008;44(2):147-157. Summary In Jere Brophy’s article, he explores how identity and motivation are strongly connected in education. He reviews five articles on motivation theories, including expectancy-value theory, self-determination theory, interest theory, contemplative education, and co-regulation. Brophy argues that a student’s identity affects their motivation—when students see a subject as …
Ramasany, V., Md Noor, N., & Mohd Zaid, N. (2022). Effects of learning using EDPUZZLE interactive video application on students’ interest, engagement, and achievement in science subjects. Innovative Teaching and Learning Journal, 6(2), 59–72. Summary This study was conducted in Malaysia and examines how using EdPuzzle, an interactive video tool, influences primary school students’ performance …
Schwartz, D. L., & Hartman, K. (n.d.). It is not television anymore: Designing digital video for learning and assessment. In R. Goldman, S. Derry, R. Pea, & B. Barron (Eds.), Video Research in the Learning Sciences. Mahwah, NJ: Erlbaum. Summary This article provides valuable insights into using videos in education. In this paper, Schwartz and …