Technological tools, including networking hardware, media, and machines, have been incorporated into education to facilitate learning for many decades. The conveyance of knowledge through technology becomes fast, easy, and enjoyable for the learner while vastly improving the understanding of concepts. Research insights reveal that through the use of technological tools, the participatory capacity of students increases, and interest levels are raised. Education has evolved, over the centuries, in its form, nature, and manner of deliverance. When written communication had not yet developed, word of mouth and observation were the most common means of passing knowledge from one generation to the next. Teaching was mostly verbal, delivered through plays, songs, and poems. Writing as a means of communication only gained significance by the end of the 15th century. The use of chalkboards and blackboards as a method of learning and teaching gained popularity at the end of the 18th century. Still, now in the 21st century, more advanced technological tools play an important role in facilitating learning and teaching. This study examines the effectiveness of educational technology in English teacher education programs, emphasising the development of preservice teachers’ language and pedagogical skills.

A primary goal of teacher preparation programs is to develop pre-service teachers' ability in applying the teaching knowledge and skills they learn in real classrooms in varying community, school, and classroom contexts. Upon developing these abilities, pre-service teachers can help their students successfully acquire knowledge. The present study aims to investigate the extent to which project-based instruction can enhance the ability to develop teaching materials among pre-service Social Studies teachers currently studying at an open-admission university in Thailand. The same subjective test was administered to a sample of 30 participants before and after the study and was scored using an analytic rubric. The pre-test and post-test data were analyzed via a paired sample t-test, which revealed that participation in project-based instruction resulted in the pre-service Social Studies teachers' improved ability to develop teaching materials, both overall and for each specific criterion, at a statistical significance level of .01.

This study aims to explore and compare pre-service teachers' use of instructional innovations. A sample of 250 pre-service teachers from different major fields was selected using stratified random sampling. Primary data were collected through a questionnaire consisting of two sections: 1) background information; and 2) the use of instructional innovations. The data were analyzed using the one-way ANOVA test and the post-hoc Scheffé's test. The findings reveal that instructional innovations were mostly used in the 'implementation' stage (= 4.04, SD = 0.42). In addition, user-friendliness towards technology was the most influential factor when determining the use of instructional innovations, followed by convenience of the innovations' application, conformity to learning management, the expense, and training, respectively. The use of instructional innovations between pre-service teachers from different major fields was significantly different, with a significance level of 0.05.

This study aims to investigate the extent to which problem-based instruction can enhance pre-service Social Studies teachers' academic achievement and environmental problem-solving skills. A single group design experiment was conducted with 36 pre-service Social Studies teachers selected using the simple random sampling method. The research instruments employed in the study were: 1) five problem-based lesson plans, 2) a subjective test, and 3) a rubric to assess environmental problem-solving skills. Data obtained from a pre-test and a post-test were analyzed via a paired sample t-test. The findings reveal that after participating in the study, the pre-service Social Studies teachers' overall academic achievement and environmental problem-solving skills scores improved significantly, at a significance level of .05 with a large effect size of 2.843 and 6.500 respectively.