Abstract Teachers’ knowledge about technology and teaching with technology is decisive for how affordances of technology integration are taken up. Two questionnaires were administered in 21 high schools in Kazakhstan: one about types of teacher knowledge based on technological pedagogical content knowledge framework and one about affordances of technology integration. The analyses show a relatively high level of all types of teacher knowledge and a large variation in perceived affordances, with relatively low scores for support from the school leader and time available to design and plan technology integration in class. Furthermore, different types of knowledge were related to different affordances, which means that a focus on a high level of all types of teacher’s knowledge of technology might help best to benefit from most of the affordances. Limitations and directions for future research are discussed. An item from the folks at the Digital Learning Collaborative. View this email in your browser AI in education: recent developments By John Watson Artificial intelligence is rapidly improving, which is creating a growing disconnect between the trajectory of AI advancement and the response from most (not all) school districts, state agencies, and associated organizations. […] https://virtualschooling.wordp....ress.com/2024/06/14/
