Aug 2026· Information Technology Education Journal· 0 citations
TL;DR
This research is uniquely positioned to document how educators accidentally arrive at Digital Storytelling (DST) through independent experimentation with multimodal tools such as iMovie and PowerPoint, thereby contributing an underexplored perspective to the global literature on ICT integration in elementary education.
Abstract
Purpose – This study addresses what we term the "Pedagogical Infrastructure Gap" is a condition in which educational institutions have successfully deployed digital hardware and devices through government-led initiatives while neglecting to equip teachers with the pedagogical vocabulary required to theorize their own instructional practices. Method – Employing a descriptive qualitative approach, data were collected from four in-service teachers currently pursuing postgraduate studies at Hiroshima University through semi-structured interviews and document analysis.
Findings – Some of the participants actively employ multimodal and narrative-based pedagogical practices that implicit DST-related to identify or articulate their work within that conceptual framework.
Implications – This study emphases the untapped pedagogical potential embedded within these implicit practices and recommends professionally-oriented interventions focused on "naming the practice" that is, on bridging the gap between what teachers already do and what they can consciously leverage through theoretical awareness.
Originality – Unlike the majority of existing studies, which examine outcomes in contexts where teachers are deliberately trained in Digital Storytelling (DST), this research is uniquely positioned to document how educators accidentally arrive at Digital Storytelling (DST) through independent experimentation with multimodal tools such as iMovie and PowerPoint, thereby contributing an underexplored perspective to the global literature on ICT integration in elementary education.
Gamified classroom response systems (CRSs) have been studied for student engagement and assessment; however, little attention has been paid to how teachers of Culturally Located Arabic Language and Islamic Studies design, negotiate, and legitimize gamified interaction in discipline- and culture-specific classrooms. This interpretive qualitative study examined the implementation of gamification by 15 Grade 9 teachers of Arabic Language and Islamic Studies in Abu Dhabi public schools through the adoption of a ClassPoint-based process comprising professional development workshops over a 4-month implementation period. Informed by the theory of reflexive thematic analysis, semi-structured interviews conducted with teachers were analyzed. The findings revealed that teachers enacted ClassPoint-supported gamification as a form of pedagogical infrastructure by designing participation routines, embedding formative feedback cycles, and aligning gamified activities with curriculum goals and cultural values. Teachers also reported broader participation opportunities, iterative professional learning, and implementation challenges related to infrastructure, time, and institutional support in the context of pedagogical infrastructure and teacher design agency theories, this paper offers an innovative conceptualization of CRSs as tools for engaging students and as designed interactions between teachers and students. This study provides insights into the dynamic interactions among facilitating conditions, teacher design agency, and classroom enactment in the design, implementation, and sustainment of gamified lessons in culturally oriented contexts.
Yahia Alramamneh, Nagla Ali, N. Kasasbeh et al.· Frontiers in Education· 0 citations
The findings reveal that GenAI is increasingly being used to support core teaching tasks such as lesson planning, materials development, and assessment design, enhancing efficiency and expanding instructional possibilities while reshaping traditional notions of pedagogical work.
O. Madden· Digital Applied Linguistics· 0 citations
Teachers and students’ perceptions of digital pedagogy in Kazakhstan suggest that teachers perceive technology as a supportive tool that enhances their role as facilitators, enabling them to guide students toward broader knowledge and more flexible learning opportunities.
Sabina Kuanysheva, M. Doğan· HAYEF Journal of Education· 0 citations
This study explores how an elementary ESOL teacher in a rural U.S. school enacted agency to support multilingual learners' (MLs) engagement with disciplinary literacy in science. Drawing on frameworks of disciplinary literacy and multimodal pedagogy, the study investigates how science instruction can move beyond remediation and instead foster MLs' full participation as sense‐makers and knowledge producers. Through ethnographic case study methods, including classroom observations, interviews, and student artifacts, we examine how the teacher co‐constructed inquiry‐based, multimodal science lessons that integrated language and content learning. Findings highlight three interrelated instructional strategies: (a) centering students' everyday experiences in science modeling, (b) leveraging multimodal representations to support conceptual and linguistic development, and (c) fostering dialogic routines that positioned MLs as capable contributors to scientific discourse. Set in a rural context, the study underscores the critical role of ESOL teacher agency in reimagining science education for equity. We argue that disciplinary literacy in science must be broadened to include multilingual, multimodal ways of knowing and doing, especially in under‐resourced schools. This work contributes to growing conversations about how rural educators can enact linguistically inclusive, inquiry‐driven science instruction that affirms the identities and assets of MLs.
Drawing on the Technological Frames framework, this 35-week longitudinal qualitative case study investigates how teachers in online adult education contexts perceive and respond to the implementation of gamified learning technologies over time. Through three rounds of semi-structured interviews, the study examines how teachers’ interpretations of gamification developed and identifies the conditions shaping these shifts. Findings indicate a movement from initial ambivalence, focused on teacher concerns, pedagogical legitimacy, and technical complexity, towards a more pragmatic framing of gamification as a support mechanism for promoting student self-directed learning. At the same time, teachers reported persistent frictions, including the paradox that increased student engagement could also heighten demands on their own workload. The study contributes a temporally rich and ecologically grounded account of teachers’ perceptions of educational gamification, underscoring the interpretive processes through which they frame and reframe gamified technologies. It further highlights the organisational conditions that facilitate or constrain teachers’ endorsement. These insights are relevant for scholars and practitioners interested in the strategic use of gamification in adult learning environments.
Adam Palmquist, Fabian Gunnars· Technology, Knowledge and Le...· 0 citations
This study explores the experiences of Social Studies teachers in using Project Based Learning (PBL) in higher education institutions during Academic Year 2023–2024 as a basis for developing an instructional guide. Guided by an interpretative qualitative research approach, the study sought to answer two central concerns: (1) the stories teachers tell about how they use PBL in teaching Social Studies, and (2) the similarities and differences observed in PBL teaching among Social Studies teachers. Data were gathered through semi structured interviews with six Social Studies teachers from the College of Arts and Sciences at the University of the Visayas and were analyzed using thematic analysis. Findings revealed that teachers commonly use PBL to bridge theory and society, promote active participation and collaboration, and implement instruction through intentional planning and reflective practice. While teachers shared a common pedagogical foundation grounded in student centered and real world learning, differences in implementation emerged due to personal teaching pathways and contextual factors such as class size, subject matter, student readiness, institutional support, and available resources. Despite these variations, strong departmental alignment and shared curricular expectations contributed to consistency in PBL practices across the institution. The study concludes that Project Based Learning in Social Studies is both a shared and adaptive instructional practice anchored in common principles yet responsive to diverse teaching contexts. Based on these findings, the study recommends sustained professional development, strengthened institutional support, and the development of a flexible instructional guide that builds on teachers’ lived experiences. Future research may extend this inquiry by examining students’ perspectives and the long term impacts of PBL on learning outcomes in higher education.
Karen M. Dilao· International journal of res...· 0 citations
