In this era of rapid technology growth, many countries have begun to adopt emerging technologies into their educational systems to improve learning outcomes. The aim of this study is to explore the factors influencing teachers’ experiences of technostress while using new technology in academic classrooms and how it might be mitigated. Prior research has not focused on how technostress develops among individuals over time or how it can be mitigated in an individual context; the intention of this study is to contribute to the technostress literature in these particular areas. To address the research gap, we conducted a qualitative study that collected data through the use of an open-ended question questionnaire. Seventy teachers of different backgrounds and locations responded to the survey. We used thematic analysis to analyze their responses and reveal how lack of school support and their professional identities influence their levels of technostress. Technology characteristics, including the complexity and the benefits of a given technology, and privacy concerns play a crucial role in teachers’ experiences of technostress. Moreover, we found that colleague support in using new technology and open educational resources each contributed to mitigating teachers’ technostress levels. Our study extends technostress research to examine a new learning environment and context. This focus allowed us to highlight the need to develop open educational resources and better social support structures for teachers and to rethink the professional identities of developing teachers to mitigate their levels of technostress. Suggestions for further research that resulted from this work include using a mixed methods research approach in future studies and including more teachers in future work to determine the relationships among the factors identified by this study.

Mobile technologies have been shown to be potential aids in improving language learning a long with computer technology, The purpose of this study was to examine students’ perceptions of their socio-affective learning practices when utilizing dictionary applications on their mobile phones. Twenty-five undergraduates were chosen at random from a group of 110 students to engage in five focus group discussions about their experiences using mobile dictionaries as learning tools in the West Bank and Palestine. The analysis of the data identified four main themes in the described experiences, each of which is related to specific socio affective aspects of learning and feelings of self-efficacy: feeling confident in their knowledge, independence in their learning, changing the pace of learning outside of the classroom, and overcoming obstacles like multiple meanings, Arabic accents, and technological distractions. The study’s proposals for adding more socio-technical pedagogies to English language instruction for Arabic learners are its conclusion.

We contribute a conceptual framework for decolonising PD praxis with the aim of surfacing unsettling agendas. Our framework was developed in response to collaborating with young Bedouin activists in Palestine, where there is a need not only to delink approaches from potential damaging epistemological and ontological ways of knowing and being, but to recognise differently constituted positionalities, the geopolitical specificities of place and the role of INGOs alongside the cultural contexts of ongoing violence. We define our orientations as decolonising in, by and through PD praxis when working on issues of landbased conflict. We argue these multiplicitous orientations allow for negotiations between political struggle and indigenous connection to the land, how INGOs embody conflicting justice agendas and how equity enriches yet complicates community sustainment. In contexts of ongoing indigenous land-based conflict, we detail the framework as an approach for unsettling PD praxis. CCS CONCEPTS• Social and professional topics ~User characteristics ~Geographic characteristics

No abstract

No abstract