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May 20, 2023
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Abstract
This study investigates the pedagogical competence of elementary school teachers in integrating educational technology in the classroom. Pedagogical competence involves creating effective learning environments, designing activities that cater to different learning styles, and using appropriate teaching strategies. Technology integration in education has opened up new opportunities for interactive learning experiences. The study found that elementary school teachers had a positive attitude towards educational technology, and most reported having high levels of competence in its use. However, the level of pedagogical competence toward educational technology varied significantly among teachers. Hence, the study emphasizes the need for programs and interventions to improve teachers’ pedagogical competence in integrating educational technology into their teaching practices. Teachers must identify appropriate technological tools and resources to effectively incorporate educational technology to support their teaching objectives and engage students in meaningful learning experiences. Teachers must also assess students’ technical skills and design activities appropriate for their technological competency level. The study recommends that elementary school teachers undergo training to improve their pedagogical competence in using educational technology. Thus, integrating technology into education is crucial in providing high-quality education in the 21st century. Programs are needed to improve teachers’ pedagogical competence in incorporating it into their teaching practices.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Mariscal, L. L., Albarracin, M. R., Mobo, F. D., & Cutillas, A. L. (2023). Pedagogical Competence Towards Technology-driven Instruction on Basic Education. International Journal of Multidisciplinary: Applied Business and Education Research, 4(5), 1567-1580. https://doi.org/10.11594/ijmaber.04.05.18
References
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Al‐Taweel, F. B., Abdulkareem, A. A., Gul, S. S., & Al-shami, M. L. (2021). Evaluation of technology‐based learning by dental students during the pandemic outbreak of coronavirus disease 2019. European Journal of Dental Educa-tion, 25(1), 183-190.
Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ inte-gration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570. https://doi.org/10.1111/bjet.12437
Banister, C. M., & Meriac, J. P. (2015). Political skill and work attitudes: A comparison of multiple social effectiveness constructs. The Journal of psychology, 149(8), 775-795. https://doi.org/10.1080/00223980.2014.979127
Balta, N., & Duran, M. (2015). Attitudes of students and teachers towards the use of interactive whiteboards in elementary and secondary school classrooms. Turkish Online Journal of Educational Technology-TOJET, 14(2), 15-21.
Bleustein-Blanchet, M. (2016). Lead the change. Training Industry Magazine, 1, 6-41.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century chal-lenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Educa-tion, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers’ attitudes towards edu-cational technology in the deployment of online English language courses in Jor-dan. Computer Assisted Language Learn-ing, 32(7), 639-664.
Chen, C. H., & Tsai, C. C. (2021). In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Educa-tion, 170, 104224. https://doi.org/10.1016/j.compedu.2021.104224
Copriady, J. (2014). Self-Motivation as a Mediator for Teachers’ Readiness in Applying ICT in Teaching and Learning. Turkish Online Journal of Educational Technology-TOJET, 13(4), 115-123.
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/10.3390/app11094111
Cutillas, A. (2019). Hemispheric Dominance and Spanish Vocabulary Proficiency Levels in the Five Macro Skills of the Students in Cebu Technological University, Argao Cam-pus. SABTON: Multidisciplinary Research Jour-nal, 1(1), 84-95.
Cutillas, Anesito L. "Indigeneity and the Politics of Recognition: Honneth’s Recognition Theory and its Relevance to the Manobo’s Struggle for Justice." Journal of Alternative and Community Media 2 (2017): 45-59.
Cutillas, A. L., & Galera, B. Core. Components and key processes of effective educational leader-ship in basic education.
De Vera, J. L., Andrada, M. D., Bello, A., & De Vera, M. G. (2021). Teachers’ competencies in educa-tional technology integration on instructional methodologies in the new normal. Lukad: An Online Journal of Pedagogy, 1(1), 61-80.
De Villiers, K., & Matthew, G. (2019, June). Is it worth the trouble: does smart, intentionally designed student learning environments in-crease student participation?. In EdMedia+ Innovate Learning (pp. 92-105). Association for the Advancement of Computing in Educa-tion (AACE).
Dicdiquin, J. B., Mobo, F. D., & Cutillas, A. L. (2023). Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathe-matics Instruction in the K to 12 Curriculum in the Philippines. International Journal of Multidisciplinary: Applied Business and Educa-tion Research, 4(4), 1143-153.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture inter-sect. Journal of research on Technology in Edu-cation, 42(3), 255-284.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Re-search and Development, 68, 2449-2472. https://doi.org/10.1007/s11423-020-09767-4
Hatzigianni, M., & Kalaitzidis, I. (2018). Early child-hood educators’ attitudes and beliefs around the use of touchscreen technologies by chil-dren under three years of age. British Journal of Educational Technology, 49(5), 883-895. https://doi.org/10.1111/bjet.12649
Hatzigianni, M., & Kalaitzidis, I. (2018). Early child-hood educators’ attitudes and beliefs around the use of touchscreen technologies by chil-dren under three years of age. British Journal of Educational Technology, 49(5), 883-895.
Holzmann, P., Schwarz, E. J., & Audretsch, D. B. (2020). Understanding the determinants of novel technology adoption among teachers: the case of 3D printing. The Journal of
Technology Transfer, 45, 259-275. https://doi.org/10.1007/s10961-018-9693-1
Islahi, F. (2019). Exploring teacher attitude to-wards information technology with a gender perspective. Contemporary educational tech-nology, 10(1), 37-54.
Ivanova, I., & Kristovska, I. (2023). Report on Smart Education in Latvia. In Smart Education in China and Central & Eastern European Coun-tries (pp. 179-201). Singapore: Springer Na-ture Singapore.
Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of educational computing research, 55(2), 172-196. https://doi.org/10.1177/0735633116656
Laleye, A. M. (2015). Educational technology for effective service delivery in educational train-ing and research in Nigeria. Procedia-Social and Behavioral Sciences, 176, 398-404. https://doi.org/10.1016/j.sbspro.2015.01.488
Li, N., & Peters, A. W. (2020). Preparing K-12 teach-ers for ELLs: Improving teachers’ L2 knowledge and strategies through innovative professional development. Urban Educa-tion, 55(10), 1489-1506.
Li, S., Yamaguchi, S., Sukhbaatar, J., & Takada, J. I. (2019). The influence of teachers’ profession-al development activities on the factors pro-moting ICT integration in primary schools in Mongolia. Education Sciences, 9(2), 78. https://doi.org/10.3390/educsci9020078
Mobo, F. D. (2021). The impact of video conferenc-ing platform in all educational sectors amidst Covid-19 pandemic. Aksara: Jurnal Ilmu Pen-didikan Nonformal, 7(1), 15-18.
Mota, F. P. B., & Cilento, I. (2020). Competence for internet use: Integrating knowledge, skills, and attitudes. Computers and Education Open, 1, 100015. https://doi.org/10.1016/j.caeo.2020.100015
Ocampo, E. N., Mobo, F. D., & Cutillas, A. L. (2023). Exploring the Relationship Between Mathe-matics Performance and Learn-ing Style Among Grade 8 Students. International Jour-nal of Multidisciplinary: Applied Business and Education Research, 4(4), 1165-1172.
Ocampo, E. N., Siahaan, K. W. A., Sinaga, S. J., & Cutil-las, A. L. (2023). Pedagogical Exemplars for Mathematics Across Learning Styles. Edunesia: Jurnal Ilmiah Pendidi-kan, 4(2), 644-658.
ONALAN, O., & GURSOY, E. (2020). EFL teachers’ views and needs on in-service training as a part of professional development: A case study in Turkish context. Bartın University Journal of Faculty of Education, 9(2), 373-387.
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of litera-ture. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of litera-ture. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Şahin, H., & Han, T. (2020). EFL teachers’ attitude towards 21st century skills: A mixed-methods study. The Reading Matrix: An International Online Journal, 20(2), 167-181.
Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., ... & Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teach-ers. Computers in Human Behavior, 115, 106625. https://doi.org/10.1016/j.chb.2020.106625
Santos, J. M., & Castro, R. D. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the class-room by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110
Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on information and communi-cations technology and classroom learning: implications for initial teacher educa-tion. Journal of Computer assisted learn-ing, 21(2), 130-142. https://doi.org/10.1111/j.1365-2729.2005.00120.x
Scrabis-Fletcher, K., & Silverman, S. (2017). Student perception of competence and attitude in middle school physical education. The Physi-cal Educator, 74(1).
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and pedagogical mod-els: Analysis of factors and measurement of learning outcomes in education. Journal of Ethnic and Cultural Studies, 7(2), 1-14. http://dx.doi.org/10.29333/ejecs/311
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in educa-tion: Ready for take-off?. Technology, Peda-gogy and Education, 26(2), 157-177. https://doi.org/10.1080/1475939X.2016.1193556
Toshtemirovich, R. Z. (2019). Development of pro-fessional competence of educator. European Journal of Research and Reflection in Educa-tional Sciences, 7(10).
Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231-235. https://doi.org/10.1016/j.amsu.2021.01.051
Uerz, D., Volman, M., & Kral, M. (2018). Teacher ed-ucators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant re-search literature. Teaching and Teacher Edu-cation, 70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005
Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ per-spectives. Professional development in
education, 44(4), 557-569. https://doi.org/10.1080/19415257.2017.1374989
van der Vlies, R. (2020). Digital strategies in educa-tion across OECD countries: Exploring educa-tion policies on digital technologies.
Vasanth, S., & Sumathi, C. S. (2020). Learning man-agement systems through Moodle and Google classroom for education. Advances in Re-search, 21(10), 32-37.
Vathanophas, V. (2007). Competency requirements for effective job performance in Thai public sector. Contemporary management re-search, 3(1), 45-45.
Wang, X., & Dostál, J. (2017). AN ANALYSIS OF THE INTEGRATION OF ICT IN EDUCATION FROM THE PERSPECTIVE OF TEACH-ERS’ATTITUDES. In EDULEARN17 Proceed-ings (pp. 8156-8162). IATED.
Zhao, L., Liu, X., & Su, Y. S. (2021). The differentiate effect of self-efficacy, motivation, and satisfac-tion on pre-service teacher students’ learning achievement in a flipped classroom: A case of a modern educational technology course. Sustainability, 13(5), 2888. https://doi.org/10.3390/su13052888
Albirini, A. (2006). Teachers’ attitudes toward in-formation and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013
Al‐Mamary, Y. H. S. (2022). Examining the factors affecting the use of ICT in teaching in Yemeni schools. Journal of Public Affairs, 22(1), e2330. https://doi.org/10.1002/pa.2330
Al‐Taweel, F. B., Abdulkareem, A. A., Gul, S. S., & Al-shami, M. L. (2021). Evaluation of technology‐based learning by dental students during the pandemic outbreak of coronavirus disease 2019. European Journal of Dental Educa-tion, 25(1), 183-190.
Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ inte-gration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570. https://doi.org/10.1111/bjet.12437
Banister, C. M., & Meriac, J. P. (2015). Political skill and work attitudes: A comparison of multiple social effectiveness constructs. The Journal of psychology, 149(8), 775-795. https://doi.org/10.1080/00223980.2014.979127
Balta, N., & Duran, M. (2015). Attitudes of students and teachers towards the use of interactive whiteboards in elementary and secondary school classrooms. Turkish Online Journal of Educational Technology-TOJET, 14(2), 15-21.
Bleustein-Blanchet, M. (2016). Lead the change. Training Industry Magazine, 1, 6-41.
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century chal-lenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Educa-tion, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers’ attitudes towards edu-cational technology in the deployment of online English language courses in Jor-dan. Computer Assisted Language Learn-ing, 32(7), 639-664.
Chen, C. H., & Tsai, C. C. (2021). In-service teachers’ conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Educa-tion, 170, 104224. https://doi.org/10.1016/j.compedu.2021.104224
Copriady, J. (2014). Self-Motivation as a Mediator for Teachers’ Readiness in Applying ICT in Teaching and Learning. Turkish Online Journal of Educational Technology-TOJET, 13(4), 115-123.
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111. https://doi.org/10.3390/app11094111
Cutillas, A. (2019). Hemispheric Dominance and Spanish Vocabulary Proficiency Levels in the Five Macro Skills of the Students in Cebu Technological University, Argao Cam-pus. SABTON: Multidisciplinary Research Jour-nal, 1(1), 84-95.
Cutillas, Anesito L. "Indigeneity and the Politics of Recognition: Honneth’s Recognition Theory and its Relevance to the Manobo’s Struggle for Justice." Journal of Alternative and Community Media 2 (2017): 45-59.
Cutillas, A. L., & Galera, B. Core. Components and key processes of effective educational leader-ship in basic education.
De Vera, J. L., Andrada, M. D., Bello, A., & De Vera, M. G. (2021). Teachers’ competencies in educa-tional technology integration on instructional methodologies in the new normal. Lukad: An Online Journal of Pedagogy, 1(1), 61-80.
De Villiers, K., & Matthew, G. (2019, June). Is it worth the trouble: does smart, intentionally designed student learning environments in-crease student participation?. In EdMedia+ Innovate Learning (pp. 92-105). Association for the Advancement of Computing in Educa-tion (AACE).
Dicdiquin, J. B., Mobo, F. D., & Cutillas, A. L. (2023). Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathe-matics Instruction in the K to 12 Curriculum in the Philippines. International Journal of Multidisciplinary: Applied Business and Educa-tion Research, 4(4), 1143-153.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture inter-sect. Journal of research on Technology in Edu-cation, 42(3), 255-284.
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Re-search and Development, 68, 2449-2472. https://doi.org/10.1007/s11423-020-09767-4
Hatzigianni, M., & Kalaitzidis, I. (2018). Early child-hood educators’ attitudes and beliefs around the use of touchscreen technologies by chil-dren under three years of age. British Journal of Educational Technology, 49(5), 883-895. https://doi.org/10.1111/bjet.12649
Hatzigianni, M., & Kalaitzidis, I. (2018). Early child-hood educators’ attitudes and beliefs around the use of touchscreen technologies by chil-dren under three years of age. British Journal of Educational Technology, 49(5), 883-895.
Holzmann, P., Schwarz, E. J., & Audretsch, D. B. (2020). Understanding the determinants of novel technology adoption among teachers: the case of 3D printing. The Journal of
Technology Transfer, 45, 259-275. https://doi.org/10.1007/s10961-018-9693-1
Islahi, F. (2019). Exploring teacher attitude to-wards information technology with a gender perspective. Contemporary educational tech-nology, 10(1), 37-54.
Ivanova, I., & Kristovska, I. (2023). Report on Smart Education in Latvia. In Smart Education in China and Central & Eastern European Coun-tries (pp. 179-201). Singapore: Springer Na-ture Singapore.
Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of educational computing research, 55(2), 172-196. https://doi.org/10.1177/0735633116656
Laleye, A. M. (2015). Educational technology for effective service delivery in educational train-ing and research in Nigeria. Procedia-Social and Behavioral Sciences, 176, 398-404. https://doi.org/10.1016/j.sbspro.2015.01.488
Li, N., & Peters, A. W. (2020). Preparing K-12 teach-ers for ELLs: Improving teachers’ L2 knowledge and strategies through innovative professional development. Urban Educa-tion, 55(10), 1489-1506.
Li, S., Yamaguchi, S., Sukhbaatar, J., & Takada, J. I. (2019). The influence of teachers’ profession-al development activities on the factors pro-moting ICT integration in primary schools in Mongolia. Education Sciences, 9(2), 78. https://doi.org/10.3390/educsci9020078
Mobo, F. D. (2021). The impact of video conferenc-ing platform in all educational sectors amidst Covid-19 pandemic. Aksara: Jurnal Ilmu Pen-didikan Nonformal, 7(1), 15-18.
Mota, F. P. B., & Cilento, I. (2020). Competence for internet use: Integrating knowledge, skills, and attitudes. Computers and Education Open, 1, 100015. https://doi.org/10.1016/j.caeo.2020.100015
Ocampo, E. N., Mobo, F. D., & Cutillas, A. L. (2023). Exploring the Relationship Between Mathe-matics Performance and Learn-ing Style Among Grade 8 Students. International Jour-nal of Multidisciplinary: Applied Business and Education Research, 4(4), 1165-1172.
Ocampo, E. N., Siahaan, K. W. A., Sinaga, S. J., & Cutil-las, A. L. (2023). Pedagogical Exemplars for Mathematics Across Learning Styles. Edunesia: Jurnal Ilmiah Pendidi-kan, 4(2), 644-658.
ONALAN, O., & GURSOY, E. (2020). EFL teachers’ views and needs on in-service training as a part of professional development: A case study in Turkish context. Bartın University Journal of Faculty of Education, 9(2), 373-387.
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of litera-ture. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of litera-ture. International Journal of Information Management, 43, 1-14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
Şahin, H., & Han, T. (2020). EFL teachers’ attitude towards 21st century skills: A mixed-methods study. The Reading Matrix: An International Online Journal, 20(2), 167-181.
Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., ... & Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teach-ers. Computers in Human Behavior, 115, 106625. https://doi.org/10.1016/j.chb.2020.106625
Santos, J. M., & Castro, R. D. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the class-room by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110
Sime, D., & Priestley, M. (2005). Student teachers’ first reflections on information and communi-cations technology and classroom learning: implications for initial teacher educa-tion. Journal of Computer assisted learn-ing, 21(2), 130-142. https://doi.org/10.1111/j.1365-2729.2005.00120.x
Scrabis-Fletcher, K., & Silverman, S. (2017). Student perception of competence and attitude in middle school physical education. The Physi-cal Educator, 74(1).
Susanto, R., Rachmadtullah, R., & Rachbini, W. (2020). Technological and pedagogical mod-els: Analysis of factors and measurement of learning outcomes in education. Journal of Ethnic and Cultural Studies, 7(2), 1-14. http://dx.doi.org/10.29333/ejecs/311
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in educa-tion: Ready for take-off?. Technology, Peda-gogy and Education, 26(2), 157-177. https://doi.org/10.1080/1475939X.2016.1193556
Toshtemirovich, R. Z. (2019). Development of pro-fessional competence of educator. European Journal of Research and Reflection in Educa-tional Sciences, 7(10).
Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231-235. https://doi.org/10.1016/j.amsu.2021.01.051
Uerz, D., Volman, M., & Kral, M. (2018). Teacher ed-ucators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant re-search literature. Teaching and Teacher Edu-cation, 70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005
Uztosun, M. S. (2018). In-service teacher education in Turkey: English language teachers’ per-spectives. Professional development in
education, 44(4), 557-569. https://doi.org/10.1080/19415257.2017.1374989
van der Vlies, R. (2020). Digital strategies in educa-tion across OECD countries: Exploring educa-tion policies on digital technologies.
Vasanth, S., & Sumathi, C. S. (2020). Learning man-agement systems through Moodle and Google classroom for education. Advances in Re-search, 21(10), 32-37.
Vathanophas, V. (2007). Competency requirements for effective job performance in Thai public sector. Contemporary management re-search, 3(1), 45-45.
Wang, X., & Dostál, J. (2017). AN ANALYSIS OF THE INTEGRATION OF ICT IN EDUCATION FROM THE PERSPECTIVE OF TEACH-ERS’ATTITUDES. In EDULEARN17 Proceed-ings (pp. 8156-8162). IATED.
Zhao, L., Liu, X., & Su, Y. S. (2021). The differentiate effect of self-efficacy, motivation, and satisfac-tion on pre-service teacher students’ learning achievement in a flipped classroom: A case of a modern educational technology course. Sustainability, 13(5), 2888. https://doi.org/10.3390/su13052888