As an emerging educational technology tool, ChatGPT has gained tremendous attention in diverse fields because of its capability to generate novel content. This study used ChatGPT to support a leadership course for graduate-level students in the field of Educational Technology. This study explores the possibilities and implications of Artificial Intelligence (AI) in Educational Technology through the lens of Design Thinking (DT) theoretical framework. DT guides this study through five processes: emphasize, define, ideate, prototype, and test. This research presents the process of developing a lesson plan with ChatGPT, an AI chatbot that uses natural language processing to respond to a user’s prompts and produce humanlike conversational dialogue. An Empathy Map and Persona were used to analyze case scenarios addressing problems of practice. Canva.com was also utilized to visually construct and represent the Persona, facilitating a clearer understanding of the contextual dynamics and educational leaders’ perspectives. The researchers used various prompts on ChatGPT to create multiple lesson plans, which were refined into a single lesson plan. The final lesson plan was utilized for the graduate-level leadership course. The study’s limitations, suggestions for future studies, and implications are included.

This study explored a relationship between internet access and literacy using quantitative data regarding students’ reading performance. Data used in this study included reading scores provided by the Program for International Student Assessment (PISA) and the internet access data made available by the Organization for Economic Co-operation and Development (OECD). The reading scores dataset of selected OECD countries for the study was categorized into three groups based on internet access levels: very high, high, and moderate. One-way ANOVA was used to interpret and report any statistical significance of the dataset. The result indicated a positive relationship between high internet access levels and students’ reading performance. This study implies that the constant provision of robust internet access could help eliminate the literacy gap in education worldwide, improving students’ reading performance.

This workshop helped educators to create interactive Augmented Reality (AR) books at the Association for Educational Communications and Technology (AECT) conference. The goal of the workshop was to train participants to gain skills in integrating AR into their professional lives. All participants created an AR book or curriculum vitae during the workshop. This manuscript describes the specific activities, assigned times, and educational tools used during the workshop. This workshop was designed for participants with no previous knowledge or skills in developing AR materials. Educators interested in teaching educational technologies, especially AR, could be instructors for this lesson. Preservice teachers could also take this lesson.

This study uses educational technology tools to create a multimedia book to foster English learning skills as a second language for young Korean students based on the multimedia learning principle. According to multimedia learning theory (Clark & Mayer, 2011), students learn better with multimedia materials than text alone; multimedia resources contain text, sound, video, and visual images, facilitating interaction between learning content and students. This manuscript introduces multimedia components with examples from the book to the readers. In addition, implications and suggestions for future application of the books are discussed.

To address the evolving demand for modern-day classrooms and skills, there is a need to redesign the approach used for teacher training and professional development. This proposed research project aims to explore how teachers perceive the implementation of metaverse-based professional development, using qualitative research methods. The study's findings may provide insights for the redesign of teacher professional development practices, aiming to enhance their effectiveness in the classroom.

This study addresses the question of how to facilitate instruction and practice with virtual reality to mitigate the detrimental impact of cognitive load associated with use in simple procedural tasks. The study collected data from 63 college students aged 18 years and above from a university in the southern part of the USA. Each study participant completed a questionnaire that consisted of 22 questions using a seven-point Likert scale. The results show that there are no significant differences between motivation and self-efficacy as it relates to three selected activities: Roboraid, Tutorial and Freeplay. The opportunity for meaningful learning through the use of the mixed reality is enticing; there is value in exploring facilitation of these learning opportunities through redistribution of cognitive load.

Integrating culture into language contexts in EFL classroom has been an issue of substantial concern for years. Different methods or approaches have been introduced for the integration of culture and language learning. Recently, project-based learning (PBL) seems to be a favorite choice among methodologists. This paper analyzes the syllabi of a drama project and a cultural project to address cultural aspects in PBL in EFL classrooms. The findings show that PBL provides opportunities to enhance and improve students’ language skills and soft skills. More importantly, a wide range of knowledge of different cultural perspectives may be collected during the projects. Journal of NELTA, Vol 20 No. 1-2, December 2015, page 5-15