To identify factors that can contribute toward supporting educator adoption of digital technologies beyond the emergency remote teaching response to COVID‐19, we investigated how teachers’ motivation and abilities related to the use of digital technologies for teaching changed since the onset of the pandemic. Two surveys and interviews were conducted with school teachers in Spain. The first survey was completed at the onset of the COVID‐19 lockdown, the second survey and interviews in the weeks leading up to the school year that followed. Survey questions were from SELFIE and the Work Tasks Motivation Scale for Teachers. Moreover we analysed the type of advice teachers sought on Twitter during the lockdown and post‐lockdown periods. Results indicate that teachers believe their proficiency in using digital technologies for teaching has improved. Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and for communicating with students and families has increased along with teacher motivation to improve their digital skills and use digital technologies for teaching. Teacher advice seeking on Twitter seemed to shift from serving immediate instructional needs to focussing on professional development and the creation of their own digital content. What is already known about this topic There is a need to enhance educator digital skills and competences for a digital transformation of education. The emergency remote teaching response to COVID‐19 made educators increase their usage of technology. What this paper adds Teachers’ motivation and abilities related to the use of digital technologies for teaching have changed since the onset of the pandemic. Teachers believe their proficiency in using digital technologies for teaching has improved. Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and communication has increased. Teacher motivation to use digital technologies in their teaching practice increased during the pandemic. Teacher advice seeking on Twitter shifted from serving immediate instructional needs to focusing on professional development and the creation of their own digital content. Implications for practice and/or policy COVID‐19 has rapidly advanced teacher digital skills and has altered their relationships with digital technologies for teaching and learning. Teachers have acquired a range of new experiences related to using digital technologies for teaching from which future initiatives can build upon.

Participants in educational technology research regularly share personal data which carries with it risks. Informing participants of these data sharing risks is often only done so through text contained within a consent form. However, conceptualizations of data sharing risks and knowledge of responsible data management practices among teachers and learners may be impoverished-limiting the effectiveness of a consent form in communicating such risks in a manner that adequately supports participants in making informed decisions about sharing their data. At two high schools participating in an educational research project involving the use of technology in the classroom, we investigate teacher and student conceptions of data sharing risks and knowledge of responsible data management practices; and introduce a communication approach that attempts to better inform educational technology research participants of such risks. Results of this study suggest that most teachers have not received formal training related to responsibly managing data; and both teachers and students see the need for such training as they come to realize that their understanding of responsible data management is underdeveloped. Thus, efforts beyond solely explaining data sharing risks in an informed consent form may be needed in educational technology research to facilitate ethical self-determination.

COVID-19 thrust teachers into emergency online pedagogy. Teachers had to rapidly digitize their practices. A week into compulsory online teaching, we captured a snapshot of teacher experiences to identify their impressions of support received and the challenges they faced in relation to teaching remotely. We conducted a survey study with primary and secondary school teachers in Spain. 67 teachers completed an adapted version of SELFIE to measure the way digital technologies are used for teaching. Respondents were directed to mark two responses to each survey item to reflect the situations both before and during the pandemic. Results indicate that during the pandemic teachers had more training opportunities, found online professional training to be of greater use, and gained confidence in using a wide variety of technologies for both teaching and communicating with parents and students. However, the digital divide among students and a lack of technical resources and support affected their abilities to carry out online education effectively. Our study highlights teachers' perspectives on the rapid advancement of digital competences and technology in education. Information that can inform TEL research and interventions.

Advances in the field of multimodal learning analytics (MMLA) research is often accomplished by actively exploring new technologies and techniques related to the collection and analysis of data. Exploration of ethical principles and procedures for governing the use of new technologies and techniques, however, is not as readily pursued. As collected data grow in complexity and invasiveness, potentially, a growing need is arising to scrutinize ethical aspects of MMLA research. In our study, we introduce an informed consent comprehension test for educational technology research and assess the effects of enhancing MMLA consent forms on comprehension of informed consent and on rates of enrollment in a MMLA study. One form is written from a researcher perspective and the other from a participant perspective. Results of the study involving first‐year undergraduate students suggest that the overall level of comprehension did not differ between conditions. Yet, the participant‐oriented consent form resulted in significantly lower rates of enrollment. Implications for MMLA researchers are discussed.

Low‐cost devices have widened the use of multimodal data in experiments providing a more complete picture of behavioural effects. However, the accurate collection and combination of multimodal and behavioural data in a manner that enables reproducibility is challenging and often requires researchers to refine their approaches. This paper presents a direct replication of a multimodal wordlist experiment. Specifically, we use a low‐cost Emotiv EPOC® to acquire electrophysiological measures of brain activity to investigate whether retrieval during learning facilitates the encoding of subsequent learning as measured by performance on recall tests and reflected by changes in alpha wave oscillations. Behavioural results of the wordlist experiment were replicated, but physiological results were not. We conclude the paper by highlighting the challenges faced in terms of replicating the previous work and in attempting to facilitate the reproducibility of our own experiment.