International Journal of Cognitive Research in Science Engineering and Education, Institute of management and knowledge, Skopje, Macedonia, ICT in teaching and digital inclusion: the perspective of selected countries from Latin America, Caribbean and Europe, Teachers' Voices in One-to-one Technology Integration Professional Development Programs, Pre-Service Teachers' Perceptions of Lecturers' Teaching and Learning Strategies in Moral Education, Design and Implementation of an Intelligent Tutoring System for High-school Informatics Course, An Investigation of Pre-service Visual Arts Teachers’ Perceptions of Computer Self-Efficacy and Attitudes Towards Web-based Instruction, Attitude to ICT and Self-Evaluation of Fluency in Using New Digital Devices, Websites and Software among Pre-Service Teachers, Using Virtual Learning Environment as a Medium of Instruction in EFL Context: College Teachers' Attitudes, ICT and education in Brazil -NGO, local government administration, business and higher education expert perspective, Εκπαίδευση, Δια Βίου Μάθηση, Έρευνα και Τεχνολογική Ανάπτυξη, Καινοτομία και Οικονομία, Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort, Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration. (Natalie Deseryver). technologies at school will not be a problem. Fifty college teachers have been chosen randomly to represent the main study sample. In relation to this, one of the facets in the teaching practice is educational technology which refers to the systematic and organized process of using and applying technology to improve the quality of teaching and learning. With the application of educational technol-, ogy we get feedback between the teacher and, son of the traditional and modern ways with, the help of educational technologies research, computer guidance and instruction to deter-, came to the conclusion that they are both ef-. There is no, ferent countries use different terms and syn-, cur on the grounds of the approach to the tech-, nical characteristics and the use of modern, appliances, and not their actual application in, teaching i.e. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. It includes instructional materials, methods and organization of work and rela-, tionships, i.e. Dr. Lazar Stošić, College of professionals studies educators, nical equipment. It is a, systematic way of conceptualizing the execu-. However, we believe that it may do more harm than good because it's presentation of half-truths and misleading interpretations of theory and research under the guise of academic respectability not only presents an unfortunate one-sided picture of the issues, but, more generally, plays the U.S. media game to the detriment of research, intellectual discourse, and, ultimately, children. The intelligent tutoring system is designed to aid teachers in multidisciplinary constructions of teaching materials. Further analyses and alternative procedures are also suggested in the discussion section. Teachers can use audio, video and graphics aids through computer to prepare lesson plans. This is supported by, ... As before, learning is not limited to the class days, and students can access new information or review previous lessons at any time and any location. According to these experts, Brazil faces similar issues to those found in other countries, namely: the appropriate preparation of teachers in the use of ICT, supplying schools with high-speed and up-to-date hardware and software, encouraging teachers to use ICT, the re-constitution of educational policies, and changes in administering IT resources within schools. que los convierten en instrumentos de medida fácilmente disponibles para prácticas en un entorno educativo. It is dominated, had enough interaction with students. On average, after one year, products did not increase or decrease test scores by amounts that were statistically different from zero. However, it should also be noted that almost half of the interviewees states that using smartphones at school should be banned. Teachers utilized 1:1 laptop devices in different ways and expressed a need for teachers’ voices, ongoing professional development, quality devices, and experienced technology support personals for the success of the implementation. Serious research on the in-, should be primarily focused on the educa-, tional value of the tools and applications we, use, how adequate they are in the acquisition, of knowledge, whether there is an interaction, between users and tools, and if we have posi-, 2. The research explores the use of and attitudes towards constructivist pedagogic forms and methods within this context. The results of the analyses reveal that the challenges of implementing ICT in educational processes are similar to those found in the global perspective. main goal is to show the challenges of effective inclusion of ICT in teaching processes School district administrators implement 1:1 programs into classrooms with the expectation to enhance students’ academic abilities and promote 21st-century skills. The question is whether schools and teachers themselves are ready for the use of technology in education and whether they are aware of its benefits? There is a minor group of the future teachers who do not know websites and software to support learning and teaching (about 10%). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). Education institutions,private sector and non-government organisations,parent and teacher bodies,and individuals actively involved in the promotion of computers in education will be able to draw important lessons about the environment shaping this dynamic process. fective depending on the ways they are used. In 1995, we argued that "we no longer need to ask whether the use of technology is 'appropriate'" in early childhood education (Clements & Swaminathan, 1995). Data were collected with validated observation and survey instruments. Research questions in CER often use computer science techniques and approaches, such as machine learning and big data Results showed significant treatment effects for vicarious experiences and goal setting on participants’ judgments of self-efficacy for technology integration. The present study centres on teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age).