The perspective of teachers is important for advancing the use of technology in classrooms. A considerable number of research studies have explained context in ways that have narrowed the understanding of its impact on successful technology integration. This study employs the Technological Pedagogical and Content Knowledge (TPACK) model as a lens in understanding factors influencing teachers’ integration of technology in classrooms. Data were collected using focused interviews of 19 teacher educators of three colleges of education from the southern part of Nigeria. The results reveal that among the level contexts, the meso level presented the most challenges to teachers’ efforts at integrating Information Communication Technology (ICT) in their classrooms. In addition, the benefits of technology integration were expressed more in terms of the significance, practical use and the opportunities that ICT offers.

The aim of this paper is to analyze the motivations and experiences of children to utilize virtual worlds. The paper identifies the activities that children perform in virtual worlds, features they use as well as the reasons for abandoning these virtual worlds. The paper presents results of a qualitative field study. The results indicate that features that are liked in the virtual worlds are similar to games. The main reasons to abandon virtual worlds were increased needs for social networking and better gaming experiences. Students showed interest in using games and virtual worlds at schools, but were generally rather skeptic about this possibility.

The aim of this paper is to explore how virtual worlds could support the engagement for learning. This paper reviews the results of studies that utilized virtual worlds to engage learners. The results are examined in two levels, namely learning gains and design principles. It has been found out that deeper learner engagement results in higher learning gains. In some studies better content retention is also noted. Many studies also suggest design principles for using virtual worlds for facilitating engaged learning. This paper builds a framework for the design and use of virtual worlds in education for better learner engagement

The article describes a collaborative action research project, which encouraged teachers to participate in displaying and developing the pedagogical practices of early childhood institutions through networking and digital web portfolios. Special emphasis is placed on examining the progress of teachers ICT capabilities during the first two cycles of action research. The study is based on the ecological approach to virtual learning environments. In the ecological approach, the description of virtual communities is extended to include features of the overall environment: technical devices, programs, materials, tools for communication and planning, different social and emotional processes, functions and contents of activities and also norms and culture of learning. It is assumed that deeper understanding is needed about the meaning of technology and the interaction of technology and humans in the daily life of teachers and children. It was found out that the factors of access, competence and motivation in the use of ICT intertwined during diverse cycles of portfolio development. The results also showed that there is an enormous need for teacher support in the use of information and communication technology. In addition to in-service training sessions, there is a need of more informal support, which is organised flexibly as on-site tutoring and advising.

Purpose: The purpose of this paper is to explore the use of the prototype of a mobile application for the enhancement of children's motivation for writing. The results are explored from students' and experts' perspectives.Design/methodology/approach: This study is based on a field trial and expert evaluations of a prototype of a mobile application. The field trial data consists of questionnaire data collected from elementary school students (n=25) who used the mobile prototype. The expert evaluations (n=8) of the prototype were conducted based on usability and pedagogical heuristics. The main research question is how the mobile application motivates children to learn creative writing.Findings: The findings suggest that the use of a mobile application can have potential in supporting children's creative writing skills and their motivation to complete writing tasks.Research limitations/implications: Due to a limited sample of students (only one class), and the mobile application of Ruff being only a prototype, the results cannot be directly generalized. In the future, longer and more comprehensive field trial periods with a larger sample group should be conducted.Originality/value: These findings are valuable for teachers and researchers. This research points out both students' and experts' opinions of the prototype of a mobile application, Ruff, and its potential to motivate children to learn creative writing.