This is the second issue of the Scopus-indexed JL4D Volume 11, and the selected papers in this issue (seven research papers, five case studies, one field report, and two book reviews) represent researches and reflections on ‘teaching and technology’ applied in diversified contexts across the globe. Educational technology developments encompass their evolution from the early print, audio-visual aids and broadcasting technologies to the contemporary web-based learning, mobile learning/ubiquitous learning, learning in three-dimensional immersive environments, and AI-based learning. Alongside this, pedagogic theories evolved from the early behaviourism through cognitivist, constructivist, connectivist/connectionist strategies, and, of late, open pedagogies and open educational practices. It has been underlined that technology can facilitate/enhance student learning (Kirkwood & Price, 2013), and the latest technologies like augmented reality (AR) design, can improve students’ higher order thinking skills (Bower et al, 2014). However, technology itself does not do much unless technology relates to appropriate pedagogy (i.e., techno-pedagogy) in appropriate learning contexts, and therefore the interaction of technology and pedagogy will differ across contexts and learning interactions. The papers included in the present issue of the Journal focus on this theme of ‘teaching and technology’.