This study investigates students' use of one-to-one laptops for various activities and the impact of one-to-one computing on student learning and school culture. Based on data collected from surveys and interviews of teachers, students, and parents in a Midwestern middle school over one academic year, this study answers the following major questions: 1) How did students use their laptops? 2) What impact did the one-to-one laptop program have on student learning and school culture? 3) What were the perceptions of and concerns over one-to-one computing? A sound understanding of these issues is increasingly important as more and more schools are joining in this one-to-one computing initiative and more money is being invested. Results revealed that students used their laptops for various tasks related to learning, communication, expression, and exploration. Students gained significantly in their technology proficiency. The one-to-one laptops have provided great opportunities and resources for teaching and learning, but also raised issues such as student discipline problems, concerns on digital literacy, and fear of over-dependency on information technology.

This study investigated pre-service teachers’ (PTs) intentions to adopt generative AI (GenAI) tools in future classrooms by applying an extended Technology Acceptance Model (TAM). Participants were enrolled in multiple teacher-preparation programs within a single U.S. higher education institution. Through a structured GenAI-integrated activity using Khanmigo, a domain-specific AI platform for K-12 education, PTs explored AI-supported instructional tasks. Post-activity data were analyzed using PLS-SEM. The results showed that perceived usefulness (PU), perceived ease-of-use (PEU), and self-efficacy (SE) significantly predicted behavioral intention (BI) to adopt GenAI, with SE also influencing both PU and PEU. Conversely, personal innovativeness in IT and perceived cyber risk showed insignificant effects on BI or PU. The findings underscored the evolving dynamics of TAM constructs in GenAI contexts and highlighted the need to reconceptualize ease-of-use and risk within AI-mediated environments. Practically, the study emphasized the importance of preparing PTs not only to operate AI tools but also to critically interpret and co-design them. These insights inform both theoretical models and teacher education strategies, supporting the ethical and pedagogically meaningful integration of GenAI in K-12 education. Theoretical and practical implications are discussed.

With a large-scale online K-12 teacher professional development course as the research context, this study examined the effects of facilitating feedback on online learners’ cognitive engagement using quasi-experiment method. A total of 1,540 discussion messages from 110 learners (65 in the experimental group and 45 in the control group) were both quantitatively and qualitatively analyzed. Results revealed that facilitating feedback significantly impacted learners’ cognitive engagement: (1) the level of cognitive engagement presented in treatment group was significantly higher than that of control group; (2) cognitive engagement levels of original postings increased overtime in the treatment group, while decreased in the control group; (3) the difference in discussion quantities between two groups was not significant. Effective feedback strategies and the importance of facilitating feedback in creating quality online instruction were discussed.

The COVID-19 pandemic has forced many college students in developing countries to engage in online learning for the first time, and the sudden transit has raised concerns regarding students’ competencies for, perception of, and attitude towards online learning. To address those concerns, this study measured three essential constructs of online learning (self-regulated learning, perceived presences, and learning motivation) based on a national survey in China (N = 12,826) and employed structural equation modeling to investigate their intertwined relationship. The study results reveal that (1) college students’ academic achievement cannot effectively predict their self-regulated learning in an online learning context; (2) self-regulation can be further differentiated into general and task-specific strategies with a varying impact on three types of presences; (3) online learning motivation is best predicted by cognitive presence, followed by social presence and teaching presence; and (4) the path of task-specific self-regulated learning → cognitive presence → online learning motivation generates the largest positive compound effect. Implications for online teaching and learning practice are also discussed through the stakeholder perspectives of students, teachers, and platform developers.

This study examined the relationship between home Internet access/parental support and student outcomes. Survey data were collected from 1,576 middle school students in China. Data were analyzed using descriptive analysis, independent-samples T-test, and regression analysis. Results indicate that students who had home Internet access reported higher scores than those without home Internet on all three dimensions: Computer and Internet self-efficacy, Attitudes towards technology and Developmental outcomes. Home Internet access and parental support were significantly positively associated with technology self-efficacy, interest in technology, perceived importance of the Internet, and perceived impact of the Internet on learning. Findings from this study have significant implications for research and practice on how to narrow down the digital divide.