Editorial

This editorial introduces Volume 26, Issue 3 of Contemporary Issues in Technology and Teacher Education (CITE) and reflects on a pivotal shift in educational technology research and practice. As artificial intelligence, digital platforms, and emerging technologies become increasingly embedded in educational settings, the field is moving beyond questions of access and adoption toward deeper considerations of ethics, equity, context, and human agency. The articles featured in this issue collectively emphasize the critical role of educator judgment, professional knowledge, and contextual awareness in shaping meaningful technology integration. Across diverse disciplinary and international perspectives, authors examine topics including digital literacy, online mathematics instruction, computational thinking, teacher professional development, digital curriculum marketplaces, AI design and ethics, deepfake awareness, video-based professional learning, TPACK development, and equitable technology use. Together, these contributions highlight that technology alone does not transform education; rather, transformative outcomes emerge when educators thoughtfully align technological innovations with pedagogical goals, learner needs, and community values. This issue underscores the importance of human-centered, ethical, and context-responsive approaches to educational technology and calls on researchers, teacher educators, and practitioners to advance technologies that support agency and meaningful learning.