The Problem of Implementing Digital Educational Technologies in Primary School

This study examines the multifaceted aspects of using digital technology in Chinese primary mathematics education through qualitative analysis. Participants included eight primary mathematics teachers and five vice-principals from four primary schools in Chongqing. Through in-depth interviews with these teachers and leaders, the research uncovers a complex interplay of internal and external influences on technology use. These influences range from individual attitudes and teachers' pedagogical beliefs to systemic factors like infrastructure and resource access. Based on these findings, the study proposes the Technological Pedagogical Readiness framework (TPR), which encapsulates the intricate interplay of these factors. The framework advocates for a balanced consideration of internal influences, such as Technological Pedagogical Content Knowledge (TPACK) and attitudes towards technology integration, and external influences, including educational environment, teacher professional development, educational challenges, students’ technology literacy and parental and community involvement. This framework, developed from the analysis, represents an initial step towards a more comprehensive model for using digital technology in education. It informs theoretical discussions and practical applications, providing a foundation for future curriculum development, teacher training initiatives, and policy considerations. The study's approach to proposing this framework reflects its developmental nature and underscores the need for further empirical validation. This research aims to inspire continued exploration into practical strategies for enhancing mathematics teaching and learning in the digital era by contributing a novel perspective to the ongoing dialogue on digital technology in education.

Preschool educators work in kindergartens and provide care and education, upbringing, and social and health care of children from the first year of life until they enroll in primary school. During their work, preschool educators are obliged to improve their skills and develop professionally in order to improve the educational process. The COVID-19 pandemic has caused a number of limitations to educators, which in turn affect the quality of the professional development. Modern forms of online learning are available via Internet, digital devices, and various learning platforms. The paper investigates the conditions for educators' professional development in the online environment during the COVID-19 pandemic in the Republic of Croatia. The aim of the research was to determine the conditions and level of support for online professional learning of preschool educators. The research was conducted using a survey method and the questionnaire was used to assess satisfaction with the conditions of online professional learning of preschool educators and developed for the purpose for this research. The results of this research emphasize the need to examine the possibility of using digital technology and the Internet in online learning of preschool educators. The research improved the field of professional development of preschool educators.

The effective use of digital technologies in the organization of distance education plays an important role in the rapid assimilation of new information introduced into science. It will also be possible to quickly enter additional information within the virtual subject being studied. Therefore, the study of methods for introducing digital technologies and their effective use in distance learning processes, the creation of distance learning courses belongs to the group of topical scientific and technical problems. At present, the importance of using digital technologies in improving the quality of education is very high. The purpose of the research work is the effective use of digital technologies in distance education and the theoretical basis for testing its effectiveness. The article mentions the possibilities of the Moodle system, the advantages of course elements, effective methods of teaching science. The use of modern digital technologies and means of communication in distance education will also be discussed. The article outlines the stages of development of digital technologies, defines the meaning and content of the concepts “Digital technologies”, “Digital educational technologies”. Description of information about the Kahoot and Quizizz software platforms for an interesting organization of the educational process. The advantages of this platform in developing the intellectual and creative abilities of students and increasing their enthusiasm for learning are emphasized. Regardless of whether the educational process is traditional or distance learning, it is necessary to increase students’ interest in the lesson, encourage them to work on themselves, and form independent learning skills. Organization of the educational process on gaming platforms, creation of a set of electronic tests and its use in teaching, increasing the effectiveness of the lesson and increasing the independence of thinking of students, interest in the lesson, and a high level of mastery of the subject being taught. It is advisable to use digital technologies in the educational process to develop students’ interest, to develop the skills and abilities to use additional literature outside the textbook, to direct students to scientific research, as well as to constantly transfer knowledge to students.

Rapidly developing digital technology has also entered educational settings. Teachers play a crucial role in using digital technology in education. This study aims to examine preschool teachers' views on using digital technology in early childhood learning settings in Turkey (N=43). Data were obtained qualitatively through closed and open-ended interview questions from teachers working in 16 different provinces of Turkey. Data were collected online with a semi-structured interview form. In the study, teachers' views on using digital technology in their homes and classrooms and the role of digital technology in preschool education were evaluated. The data obtained through the interview were analyzed by inductive analysis. As a result of the study, it was found that teachers possessed web-based technologies, and they mostly used smartphone applications (97.7%). On the other hand, they used digital technology less in their classrooms (48.8%); teachers generally used digital technology with their devices, such as smartphones. The findings on the use of digital technology in preschool education revealed that teachers grouped digital technology applications under four themes, teacher, education, program, and family involvement. Regarding teachers' views, the pros of digital technology are: it makes it easier to do their job (46.5%), facilitates learning in education (39.5%), facilitates the transfer of gains (41.9%), and facilitates communication with family (34.9%). On the other hand, teachers' views revealed some negativities regarding digital technology. In the 21st century, where digital technology has become an indispensable element, it is considered necessary to provide children with the skills to use digital technology. Therefore the positive aspects of digital technology in education declared in teachers' statements are an important result of the research.

The study was on the influence of computer-assisted learning instructional strategies on learning outcomes of pupils in Pre-Basic private schools in Southwestern Nigeria. The descriptive survey research design was used in the study. The population comprised 14,266 teachers in Southwestern Nigeria's pre-basic and primary schools. A sample of 378 primary school teachers were selected using a multi-stage sampling procedure. The study used the Management of Computer Assisted Learning, Instructional Strategies and Learning Outcomes in Pre-basic Schools Questionnaire (MACALISLOPS-Q), Teachers’ Observation Schedule on CAL Application (TOSCALA) and Test of Skill Acquisition on CAL in Pre-basic Schools (TESACALPS) for data collection. Data collected were analysed using percentages and mean scores for research questions while the hypotheses were tested using Analysis of Variance. The results showed that the types of CAL facilities and equipment used in teaching in the study area were Computer desktop/laptop (81.2%), interactive whiteboard (53.9%), television (75.6%), smartphones 59.4%, Digital Video Disks and Compact Disks (69.4%). Results further showed a significant influence of CAL on children's Literacy and Numeracy (F-= 4.517, p<0.05), The study concluded that Management of Computer Assisted Learning (CAL) and instructional strategies have a significant influence on learning outcomes of private pre-basic school children in Southwestern Nigeria it was recommended among others that: stakeholders in education and non-governmental organisations should procure CAL facilities and equipment in Pre-Basic schools, the provided CAL technology should be well managed and appropriate instructional strategies should be used in facilitating learning among the children in Pre-Basic Schools in the study area.

The article "The use of online platforms and digital technologies in the system of higher education of the Republic of Kazakhstan" considers the topical issue of using online platforms and digital technologies in the educational process in Kazakhstan. This paper provides an overview of existing national and international projects aimed at developing online education in Kazakhstan. Also shown are the results of a study on students' perception of the possibilities of online education and the level of their readiness to use digital technologies in the educational process, the advantages and disadvantages of online education and digital technologies are considered, recommendations for improving the quality of education when using these technologies in higher education of the Republic of Kazakhstan. The purpose of this article is to study the use of online platforms and digital technologies in the higher education system of the Republic of Kazakhstan. To achieve the purpose, an analysis of scientific publications was carried out, a review of world research, also conducted a survey and interviews among students, teachers and ICT experts of Baishev University and Aktobe Regional University named after K. Zhubanov. The results of the study show that the use of online platforms and digital technologies in higher education of the Republic of Kazakhstan has great potential to improve the quality of education and expand the accessibility of education. However, to use these technologies effectively, barriers must be removed and problems that may limit their effectiveness must be addressed. In general, the article presents scientific findings that can help improve the use of online platforms and digital technologies in higher education in the Republic of Kazakhstan.

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

The study investigated the perceived impact of Digital Education in Early Childhood Education Practice in Delta State Nigeria. Digital technologies are now used to enhance social inclusion and facilitate child-centered learning both formal and informal learning environment. However, the integration of digital education in early childhood education settings poses significant challenges for educators. The objective of the study was to investigate the perceived impact of Digital education in Early Childhood Education practice in Delta State Nigeria. Three research questions were raised in the study. The study adopted the survey research method. The population for this study comprised all public pre-primary school heads and teachers in Delta State. There are currently 1350 pre-primary schools in Delta State. The sample for this study was 100 head teachers and 400 teachers in Delta State pre- primary schools. A self-developed questionnaire titled “Perceived Impact of Digital Education in Early Childhood Education Practice Questionnaire (PIDEECEPQ)”, was validated and its reliability determined using test re-test reliability technique with a coefficient index of 0.85. The researcher administered a total of 500 questionnaires to randomly selected head teachers and teachers from the selected pre-primary schools in the study area. Simple percentage, Mean, standard deviation, were used to analyze the data collected. Based on the findings, it was concluded that digital education in Early Childhood Education (ECE) practice has transformed the learning landscape, offering unprecedented opportunities for young children to explore, create and learn. The recent digital education trends in Early Childhood Education (ECE) practice focus on technology integration, play-based pedagogy, learning management system, educational apps, virtual field trip, coding and robotics. This can harness the power of digital technologies to enhance teaching, learning and outcomes for young children. Based on the conclusion, the paper recommended that government and policy-makers should provide regular professional development for early childhood educators, ensure equity and access for all children, foster partnership with families and communities, integrate digital technologies into play-based learning, develop policies and guideline, provide infrastructure and resources.

Relevance. The research article is relevant as it compares international and Ukrainian approaches to using digital technologies in education, aiming to identify common features, differences, and areas for further development in enhancing teaching and learning through technology. Purpose. The study aims to compare and analyse international and Ukrainian approaches, in Ukraine and France, to the use of digital technologies in teaching to identify common and distinctive features and determine directions for further development in this area. Methodology. The study conducted a survey of teachers of higher education institutions in Ukraine, at the European University, Zhytomyr Ivan Franko State University, Dragomanov Ukrainian State University and Taras Shevchenko National University of Kyiv, and a comparative analysis of approaches to the use of digital technologies in education in the educational space of Ukraine and France. Results. This research has shown that the use of digital technologies in education contributes to the creation of a dynamic and effective learning environment. The comparative analysis of the use of digital technologies in teaching mathematics and computer science in Ukraine and France shows that both countries use interactive whiteboards, online resources and individualised approaches to learning, which indicates a general interest in the use of modern technologies in education. However, Ukraine faces challenges related to the limited availability and development of digital infrastructure, as well as limited financial resources for the introduction of digital technologies in the educational process compared to France. Conclusions. Ukraine and France are actively working to innovate and develop modern approaches to education, which creates a positive outlook for the future use of digital technologies in educational institutions. Keywords: digital technologies; innovations; virtual reality; gamification; learning effectiveness; multimedia materials; online platforms

In the 21st century, digital technology is becoming increasingly important in everyday life. Likewise, in the learning process in primary schools, technology has become an essential tool to support and improve the quality of education. However, the use of digital technology in education has not shown consistently good effectiveness, especially in English as a Foreign Language (EFL) classrooms. This study aims to assess the effectiveness and identify the challenges and barriers of using technology in EFL learning in primary schools. The research method used is a mixed method with a sequential explanatory strategy. The results showed that 55% of digital technology use was considered effective, and 50% of teachers reported using digital technology several times a week. The most commonly used tools included laptops, projectors, and internet access, though usage patterns varied. Challenges frequently faced by teachers include limited access to devices, unstable internet connections, insufficient training, and lack of technical support. Despite these issues, many teachers demonstrated initiative and creativity in utilizing available resources, though their strategies often lacked structured pedagogical alignment. The findings highlight the importance of professional development focused on the Technological Pedagogical Content Knowledge (TPACK) framework, which supports teachers in integrating technology meaningfully within EFL instruction. While the overall use of digital technology in primary school learning has reached a moderately effective level, targeted support is needed to help educators align digital tools with language learning goals, especially in under-resourced settings. Addressing these gaps will enable more impactful and inclusive integration of digital technology in EFL education.

For more than a decade, Uruguay has maintained a considerable investment in digital technologies in primary and secondary education, as well as teacher training centers, through the implementation of the Ceibal Plan (Basic IT Computer Science Educational Connectivity Plan for Online Learning). When the COVID-19 pandemic arrived in Uruguay in March 2020, the government ordered the suspension of all face-to-face classes until June 2020. Then, a progressive return to school was introduced. Fortunately, the country already had a well-established technological infrastructure to rely on. Teachers across all levels of education had to quickly adapt to virtual teaching by adopting strategies that presented significant challenges, and which will make a lasting impact on teacher training and professional development. This article examines Uruguayan standards for the professional development of teachers, with a focus on digital teaching skills for online instruction. Practical examples of Ceibal initiatives are provided to promote the pedagogical use of technologies by teachers. We argue that the emergency that Latin America and Uruguay faced in 2020 led to a fundamental rethink and redesign of teacher professional development courses and institutional support. The COVID-19 crisis has presented an enormous shock to the traditional model of education delivery, and to teacher training programs. Digital technologies are not merely devices for conveying educational content, but rather should be seen as tools for maximizing meaningful learning for students. For this purpose, adequate training and support are essential for teachers to be prepared for future scenarios of even greater uncertainty. Keywords: Teacher Professional Development, Uruguay, Emergency Remote Teaching; Educational Technology; Technology Uses in Education; Compulsory Education; Educational Practices.

The question of the effectiveness of using digital technologies in teaching languages ​​in higher education is very important for modern education. On the one hand, learning a language traditionally involves the use of special exercises to consolidate skills, written assignments, and work on developing students' speech. On the other hand, without the use of information and communication technologies, the modern educational process is impossible. The article discusses the use of digital technologies in teaching Russian and English languages and analyzes the impact of such technologies on language learning. Particular attention is paid to modern methods of integrating information and communication technologies into the educational process, including online platforms, interactive applications, virtual classrooms, and bots. The advantages of using digital tools to develop reading, writing, speaking, and listening skills are analyzed. Examples of successful implementation of digital technologies in language teaching are given, and pedagogical approaches that help increase students' motivation and academic performance are discussed. Digital technologies represent a promising means for improving the effectiveness of language teaching, provided that they are used rationally. The study and its results clearly show that the educational process of philological disciplines should keep up with the times.

The purpose of the study was to determine what attitudes specifically Slove-nian student teachers hold towards using digital technologies in education, their self-reported proficiency in using digital technologies in education and to what extent their attitudes towards using digital technologies in education predict their self-reported proficiency in using digital technologies. We measured the attitudes towards using digital technologies in education through four dimensions: Teaching and learning, Assessment and critical thinking, Empowering learners and Facilitating learner’s digital competence. Self-reported proficiency in using digital technology was measured on four groups of digital technologies: Digital resources, Communication tools, Digi-tal tools and Online learning tools. The results show that Slovenian student teachers predominantly hold positive attitudes towards using digital technol-ogies in education, but they assess themselves as low-level users. Also, the student teachers’ attitudes towards using digital technologies in education were proved as an important predictor of their level of proficiency in using digital technologies.

This telephone has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us. An internal Western Union memo, 1876 I think there is a world market for maybe five computers. IBM chairman Thomas Watson, 1943. There is no reason anyone would want a computer in their home. Ken Olson, founder, chairman and president of Digital Equipment Corporation, 1977. Any sufficiently advanced technology is indistinguishable from magic. Arthur C. Clarke (1963), English physicist and science fiction writer, p. We've come a long way and at an incredible pace. What was magic less than a generation ago is now part of everyday life. Digital technologies are changing the way we live, work, and learn. Their potential to transform K-12 education motivated our decision to devote a theme issue of Journal of Teacher Education to the innovative uses of technology for teacher learning. (1) Although optimistic about the possibilities new technologies offer to support K-12 learners' achievement, teachers' productivity, effectiveness in classrooms, and teacher learning, we also recognize that teaching and learning with new technologies represents a problem (Koehler & Mishra, 2008). Rittel and Webber (1973) characterized wicked problems as problems that include a large number of complex variables--all of which are dynamic, contextually bound, and interdependent. The rapid growth of digital technologies, coupled with the complexity of classroom life, increases both the potential transformative power and the difficulty of problems associated with incorporating innovative technologies in teaching and teacher education. Our aim in organizing this theme issue was to explore these possibilities and complexities. Our call for this issue invited research manuscripts that address how these technologies inform teacher candidates' understanding of real classrooms and veteran teachers' professional development ... that examine the unique opportunities and obstacles presented through these inventive uses of technology, or that provide evidence for their impact on teachers' learning and practice. Perhaps it is not surprising that our understanding of what it takes to integrate technology effectively into teaching and teacher education has grown through the process of putting together the theme issue. We now have a sharper sense of the relationship between issues involved in using technology to support teacher learning and those that must be addressed to support the uses of technology to foster K-12 student learning. In the big picture, innovative teacher educators are creating technology-rich approaches that promote the development of tech-savvy teachers--teachers who regularly use digital technologies to guide their own learning, recognize the pedagogical potential of technology to help children and youth understand content, and know how to embed new technologies in their instructional practices. We recognize that the call for this theme issue did not invite articles examining how teachers learn to embed technology in their classroom practice to teach content in powerful ways. The six articles in this issue tackle the role that new technologies--particularly video and online communities--play in learning to teach. Taken together, they examine the promise digital technologies hold to help teacher educators overcome persistent dilemmas encountered when designing scalable, sustainable programs to support teacher learning. The different approaches described in the articles illustrate why developing tech-savvy teachers is a problem and why teacher education must be involved in understanding and managing the dilemmas associated with integrating technology into teacher education and K-12 classrooms. In the remainder of this editorial, we contextualize the issue's articles. We consider pedagogical affordances and constraints of digital technologies, uses of digital technology in teacher education and professional development, and the conceptualization of a new form of teacher knowledge related to integrating technology-technological pedagogical content knowledge (TPACK; Mishra & Koehler, 2006). …

Digital technologies in education are a way of organizing a modern educational environment based on digital technologies. Dynamically developing digital technologies offer new tools that effectively complement the traditional tools for the educational process, which many teachers quickly introduce into their methodological system and work with intensively. The use of digital educational resources provides fundamentally new opportunities for improving the efficiency of the educational process. Digital educational resources are an operational means of clarity in teaching, an assistant in working out practical skills of students, organizing and conducting questionnaires and monitoring students, as well as monitoring and evaluating homework; have a large place in working with diagrams, tables, graphs and symbols, editing texts and correcting errors in students’ creative works. The goal of this article is to analyze the features of the application of methods of using digital technologies in the education system. Achieving this goal required setting and solving the following tasks: to consider the essence of digital technologies in the education system, to determine the role and importance of effective digital technologies in the educational process, to study the practice of using effective digital technologies, to develop proposals and recommendations for methodological improvement of the use of effective digital technologies in the education system. The object of the study is the social relations that develop in the process of applying digital technologies in the education system. The subject of the research is digital technologies in the education system. Research methods: literature study, generalization, logical, questionnaire, comparison, and other research methods.