<span>The </span><em>Technological Pedagogical Content Knowledge</em><span> (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK.</span><br />

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This paper investigated the effectiveness of flipped learning (FL) in pre-service teacher education, especially educational technology. Research on the effect of FL is still rare in student-teacher education, and little is known about it. This study was designed to explore students&rsquo; perspectives on the effectiveness of FL in the College of Basic Education situated within Kuwait&rsquo;s Public Authority for Applied Education and Training (PAAET). This study used a quasi-experimental method; it used purposeful sampling to select 128 students from two classes taught using the FL approach (Experimental Group) and 67 students from one class taught using traditional in-class lectures (Control Group). Questionnaires, which comprised of closed-ended and open-ended questions, were administered to investigate students&rsquo; perceptions of flipped learning. Results showed that students in the experimental group had performed better. They had positive attitudes toward flipped learning; they perceived that the approach had a unique set of affordances and constraints. Findings suggest that FL may be a promising approach to enhance student-teachers&rsquo; learning in educational technology courses. The study provides insight into opportunities for further studies.

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Learning leaders have important roles in facilitating and supporting the effective and innovative integration of technology in schools. Many leaders who are charged with the task of technology integration have not received professional development to support a leadership role. Many teachers who assume the role of technology leaders develop into this role organically over time based on their recognized performance. School administrators may not have the skills to make decisions for technology integration for learning. Effective ICT learning leaders exhibit the ability to create a shared vision, remain pedagogically focused, and seek and contribute to ongoing professional development. Recognizing characteristics of learning leaders who are innovators in technology integration is an important step in the overall improvement of education systems. This paper focuses on the role learning leaders have in the effective use of technology in the learning environment and the types of professional development that best support learning for these leaders. The paper also addresses the important role of 2 assessment, in order to continue the quest to determine what technology-enhanced interventions and innovations work for whom, in what contexts, and under what conditions.