Effective teaching is a key factor in educational effectiveness and improvement. To facilitate the knowledge exchange regarding effective teaching in secondary education internationally, there has been a growing interest in using classroom observation measures. However, little is known regarding the comparability of observation measures across various national contexts (measurement invariance). Consequently, comparing effective teaching behaviour across contexts is compromised by issues of construct and measurement equivalence. In the present study, we investigated measurement invariance of the International Comparative Analysis of Learning and Teaching (ICALT) for measuring teaching behaviour across various national contexts including the Netherlands, South Korea, South Africa, Indonesia, Hong Kong-China, and Pakistan. Results showed that ICALT indicates full strict invariance in four out of the six countries, which provides a possibility to compare teaching behaviour in the Netherlands, South Korea, South Africa, and Indonesia. South Korea indicated the highest quality of teaching behaviour, while Indonesia indicated the lowest. Copyright © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Smart classroom has some common features such as automatic sensing physical environment, flexible use of computing devices and physical settings, connected learning environment, and learning data tracking. These features can promote interaction among teachers, learning peers and resources entertaining needs of new generation learners. Interactions in smart classrooms have a higher level of complexity in comparison with traditional classrooms. In this study, an interaction observation tool in K-12 smart classroom was developed, based on the existing interaction tools and derived from the characteristics of smart classroom as discussed. The two major parts of the observation tool are interaction records in smart classroom and interaction support from the learning environment. The tool has been piloted in 14 selected primary and secondary schools in Hong Kong, Beijing and Shenzhen. The tool has been revised eight times after thirty times of in-class observation and ten times of video observation. The tool was evaluated in the dimensions of function, usability and data processing by 5 experts of educational technology, 10 K-12 teachers and 35 observers. The average mean scores of function, usability and data processing are 4.47, 3.98 and 3.94. The Kendall synergistic coefficient is W=0.471, Sig=-0.000, indicating that the tool was highly acceptable.
[Copyright © 2015 Asia-Pacific Society for Computers in Education.]