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This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.

This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.

Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.

This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.

This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.

Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.

This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.

The purpose of this paper is to report on the development of a knowledge transfer project, part funded through TE3, designed to encourage innovation and improve the capability of SMEs in the West Midlands region of the UK. Knowledge is critical to developing competency within small businesses and managers that understand how their customers behave and translate that insight into innovative products/services are more likely to succeed.

Adopting an action research methodology, the paper aims to describe the TE3 funding process and address the effectiveness of a project designed to overcome some of the contextual issues relating to the development of SME capability through technology supported learning. It describes the development of a knowledge transfer framework (The Collaborative Learning Environment) designed to specifically target the needs of SMEs.

Firms that efficiently tap into all relevant sources of knowledge are likely to thrive, whilst those that cannot may struggle. However, an obstacle to SME development is often an inability to access technical and business knowledge. The Technology Enhanced Enterprise Education (TE3) initiative was found to provide a solution to this problem by funding the development of technology supported learning solutions delivered through a collaborative network of UK Higher Education Institutions

The paper outlines a proposal for a collaborative learning environment. This model will provide value to designers of virtual learning environments and funded support providers.

This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research.

Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies.

The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers.

Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search.

For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies.

This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

International students, specifically students who study English for Academic Purposes (EAP), are an increasingly important and large part of the makeup of Canadian post-secondary institutions. As these students have diverse learning needs and goals, institutions need to properly support these learners to be successful in academic settings. A review of the literature explores the increasing need to support this particular student population; approaches to the teaching, learning, and programming of EAP courses and programs; and strategies in and beyond the classroom to support these learners. This chapter offers design considerations and suggests that EAP curricula be integrative in nature. This can be achieved through choosing relevant topics, incorporating experiential learning opportunities, designing collaborative learning tasks, discussing issues of culture, and planning purposeful community connections. Approaching the development of EAP curricula through an integrative lens will ensure learners who are ready for post-secondary studies in academic fields. Classroom examples from the author’s professional experience are offered. Discussion of how to achieve integrative EAP curricula in virtual learning environments is also included.

The purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos.

Pre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique.

Findings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course.

Analysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

The purpose of this study is to explore online teaching experiences of educators in Fiji National University (FNU). Although they quickly adapted to online teaching, their experiences are yet to be explored and documented, hence the relevance of this study.

This study used phenomenological research design to understand the lived experiences of participants' regarding online teaching. A total of 58 in-depth interviews were conducted among educators, at various levels and analysed thematically using an inductive approach.

The findings show online teaching challenges including difficulties maintaining students' engagement, teaching practically oriented courses, assessing students and embracing change, limited knowledge impact and output, anxiety and stress, inadequate teaching environment, increased workload and unstable Internet. The facilitators and enablers were flexibility, free Internet, creating conducive environment, Moodle training, skills acquisition and support from faculty members' and information technology team. Recommendations for improvement ranged from modifying course outline, summarising previous lessons, reducing course load, adequate assessment tools, incentives, guidelines enforcement to regular training.

This is an original work carried out by the researchers in a specific context. The findings suggest the need to address various challenges for effective online teaching. School managers' and relevant key stakeholders need to understand educators’ teaching experiences as well as their recommended improvement strategies, to enhance online teaching.

The purpose of this study was to better understand the challenges faced by leaders who have demonstrated excellence in integrating technology into teaching and learning in P-12 schools in the United States.

This case study of technology savvy P-12 school principals provides insights into how building leaders overcome digital technology innovation challenges. In the summer of 2017, the authors interviewed 12 of the 18 recipients of the NASSP Digital Principal Award. These principals serve as examples of how to lead schools in the digital age.

Using Bolman and Deal's (2013) conceptual framework, the authors analyzed the data around the four frames (i.e., political, structural, human resources, and symbolic) to understand the challenges of being a digital principal. Bolman and Deal posited leaders who function predominantly in a single frame may miss essential organizational change elements.

The authors recognize several limitations in this study. First, the nominating process for the NASSP Digital Principals award involves an application process. Thus, while these principals were recognized for meeting these criteria, it is possible that these awardees were selected based on their nomination materials rather than on actual longitudinal evidence. Second, this study's data were gathered through interviews. The authors did not gather data through student work samples, teacher and staff interviews, or other data points, but rather the single data point of principal perspectives through interviews.

One silver lining from the pandemic is that leading schools cannot be detangled from the digital needs of diverse stakeholders. As such, digital principalship has become the new norm where the principal leads on a screen, teachers teach on a screen, and students learn on a screen. The award-winning digital principals in this study played an integral role in how they message their school's story, how they navigate and design structures, how they overcome political realities, and how they invest in addressing the needs of individuals.