Technology Professional Development Research Articles

Assessing the Impact of Technology Use on the Professional Development of Rural School Teachers in China

The focus explored the relationship between the technology used by Chinese rural school teachers and their professional development perceived by them. 200 rural school teachers in China were selected by convenience sampling for this study. Quantitative survey questionnaires were conducted for data collection, and data was analysed using statistical measures. The results of the study revealed that rural school teachers in China reported a high-level use of technology in their teaching lives and their perception of professional development lay in the average range. Furthermore, a significant correlation was found between technology use and the professional development of rural school teachers in China. Additionally, gender differences in the trends of technology use and professional development of male and female teachers were also analysed. It was noted that male teachers had significantly higher technology use and corresponding higher feelings of professional development compared to female rural school teachers. The study has presented policy suggestions for the government and policy framers in how they can design strategies to ensure the optimal and beneficial use of technology for ascertaining the professional development of teachers and improving the overall quality of education in rural schools.

Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21<sup>st</sup> century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

Potentials Challenges of Twenty-First Century Pedagogies in Nigeria

The concept of 21st-century pedagogies is the creative use of technological-aided teaching methods for the benefit of the students based on the prevailing situation. The pedagogies include the use of technology integration, collaborative learning, student-centred learning, flipped classroom and gamification and game-based learning usually student-centred. The concept of pedagogy in Nigeria, as in many other countries, refers to the strategies, methods, and approaches employed in the teaching and learning process. The paper identified skills development, technology integration, increased student engagement, collaborative learning and teacher professional development as some potential that significantly contribute to enhancing the quality of education and equipping students with employable skills needed to succeed in the world of work. The paper identified technology barriers, teacher training and professional development, large class sizes, curricular rigidity, resistance to change and limited resources as some of the challenges confronting the use of 21st-century pedagogies in educational institutions in Nigeria. However, policy reforms, teacher training and professional development, technology integration, partnerships and research and monitoring are suggested as remedial plans to improve the use of 21st-century pedagogies in Nigerian schools.

Science, Technology, Engineering and Mathematics (STEM) Professional Development: An Evaluation of Teachers’ Learning on Project-based Learning (PBL) Approach in Teaching

Science, Technology, Engineering and Mathematics (STEM) Professional Development: An Evaluation of Teachers’ Learning on Project-based Learning (PBL) Approach in Teaching

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

The Study of Components Technology Leadership of Teachers in Public Art Education Management Take Nanning, Guangxi

The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.

English as a Foreign Language Teachers' Technology Professional Development Needs

This study examined the Technological, Pedagogical and Content Knowledge (TPACK) professional development needs of English as a Foreign Language (EFL) Teachers. EFL teachers participated in semi-structured interviews from seven primary schools in a middle-sized urban school district in the east part of China. The results indicated that though primary EFL teachers in China have basic technological knowledge to support teaching, they are lacking appropriate knowledge and training, particularly in areas of TPACK related to EFL teaching. Results from the present study indicate that there is a need for PD that helps EFL teachers integrate technology in teaching reading, speaking, and writing.

Science, Technology, Engineering, and Mathematics Professional Development on Science Learning: A Review

The STEM professional development (STEM PD) programs are important in improving teacher competence in developing STEM-integrated science learning. This study aims to determine the progress of STEM PD programs and effective STEM PD programs in science learning. The methodology used in this study is a systematic literature review conducted through 3 main stages: planning, conducting, and reporting the review. The results of the study stated that the progress of the STEM PD program can be seen in teacher participation, changes in teacher competencies, integration of STEM in the curriculum, improved student skills, and resource enhancement. Furthermore, an effective STEM PD program can be seen from the STEM approach, collaboration and partnerships, use of media and technology, stakeholder support, and sustainability. This study concludes that implementing STEM PD in science learning should be carried out sustainably so that teachers will continue to be exposed to the integration of STEM in science learning. STEM PD implemented with commitment and appropriate efforts will improve teacher competence and student interest in STEM-based science learning.

Education Technology Professional Development Trainers (EDTPD) for Blooms Digital Assessment Taxonomy (BDT) Assessment Model

In today’s fast-paced technological environment, we are on the verge of a technological revolution that will modify and unfold several professions in the realm of education. This study presents research in the emerging field of professional development for educators in higher education as Educational Technology Professional Development (ETPD) Trainers. The necessity for the educators to be trained in the Blooms Digital Assessment methodology is highlighted in this article. To raise the quality of educator as a professional development trainer in educational technology, this study has developed a proposed model of Digital assessment using Blooms Digital Taxonomy to motivate the educators and raise their self-confidence using Knowle's Adult Learning theory. The application of mixed method research planned to set in a university, with the intention of preparing and training Educational Technology professional development trainers in today’s fast growing educational environment. An intervention plan will be set out for the university educators. The goal of this study's proposed model is to provide a comprehensive understanding of this emerging field in higher education research, as well as to know how to train others as professional development educators and to understand the capabilities of various technologies as they relate to teaching, learning, and assessment of Blooms Taxonomy. The effects on educators' motivation to get trained and become professional development trainers have been addressed in this article, offering up new chances for the educators to succeed in today’s fierce competitive environment.

Personalizing Feedback and Developing Learner Agency Using Kami

This paper presents the schoolwide implementation and evaluation of an online social annotation tool (SA), Kami, used to provide personalized feedback to deepen learning and develop learner agency. Through a mixed-methods study, providing personalized video feedback using Kami could enhance learners' perceived individual learning, collaborative learning, learner agency, and deep learning. A strong correlation existed between learner agency and collaborative learning using Kami. Teachers' overall adoption rate and perceptions about using Kami provided evidence for the success of the implementation and professional development strategies based on the diffusion of innovation theory. The paper offers a glimpse of effective pedagogy using SA tools in a blended learning environment, strategies for technology professional development for large-scale implementation, and an evidence-based approach to evaluating an implementation outcome

Online Teaching and Learning of Mathematics in Higher Education: Post-Covid 19 Lecturer Perspectives

Online learning offers excellent chances for both students and teachers because it is flexible, affordable, and convenient in terms of time and space. This paper examined the perspectives of lectures on online teaching and learning mathematics in higher education after COVID-19. This paper adopted the Technology Acceptance Model (TAM) as a theoretical framework. The theory was used in the study to understand the lecturers’ viewpoints on how they embrace the use of technology in their teaching of mathematics. This was a qualitative study that used a case study as a design. The study’s participants were ten (10) mathematics lecturers at the Mathematics Department in one rural university in the Eastern Cape Province purposefully selected as information-rich participants. Data was collected using face-to-face, semi-structured interviews which were analysed through thematic analysis. The findings of the study revealed that lecturers saw the importance of teaching mathematics using technology to close the resource gap as universities steadily shift to 21st-century learning environments. At the same time, lecturers in rural universities are impacted by the challenges they face, which include a lack of technology skills, teaching practical work online, classroom control during online teaching, shortage of resources such as poor internet connections and electricity load shedding in the country which had strained the smooth running of online mathematics classes especially while teaching mathematics online. Based on the findings the study recommended that lecturers should be provided with technology professional development in mathematics, strengthening of internet access points, and methods for monitoring and controlling mathematics classes. Keywords: Higher Education, Learning, Mathematics, Online, Teaching.

Digital Technology and Teacher Professional Development: Challenges and Contradictions in Compulsory Education

The aim of this article is to explore the role of teacher professional development (TPD) in relation to two experiences involving digital technology. Both studies were conducted at a single combined primary and secondary school and involved a total of 727 students. The first study consisted of an ex post facto analysis of attempts to improve student perception of the risks associated with inappropriate use of technology, while the second examined the possible benefits of gamified learning on mathematical fluency using a pre-test/post-test approach. The results reveal the lack of TPD in relation to both experiences, with teachers unable to overcome problems related to technology use and risk perception in the first case, and relegated to the role of mere implementers of an automated learning software product in the second. The conclusions highlight the contradiction between the image of technological innovation in schools and the reality of stasis in teaching practice, as well as the need for further research to assess and promote more effective TPD.

Technology Integration in Islamic Education: Policy Framework and Adoption Challenges

This study aims to find how the strategy for implementing technology integration in Islamic education is effective and how to overcome the challenges of adopting technology integration in Islamic education. The method used in this study is a descriptive qualitative approach. Qualitative descriptive research is research that produces descriptive data in the form of written or spoken words from people and observable behavior. The type of research used in this research is literature study. Data analysis was carried out using a descriptive analysis, by looking for patterns and finding themes that emerged from the materials collected. This study was analyzed by the stages of data collection, data presentation, data condensation and drawing conclusions. The results of the study show that the strategy for implementing technology integration in Islamic education is through improving technology infrastructure, training and professional development for teachers and education managers, preparing relevant digital Islamic content, and a technology-based curriculum approach. Addressing the challenges of adopting technology integration in Islamic education through increasing the accessibility of technology, developing technology training and certification programs for teachers, diversifying funding sources for technology integration, and a flexible approach to curriculum development and evaluation

Teacher Educators’ Application of Learning from Technology Professional Development

This study explored teacher educators’ application of learning from technology professional development (TPD). Participants were drawn from a teacher training college and a Non-Governmental Organization (NGO) implementing an educational technology programme. The NGO case served as a snapshot to draw lessons that might be useful for teacher educators’ TPD in public teacher education institutions. The findings showed that while teacher educators confirmed their application of learning through student teachers’ performance, they reported work environment conditions and individual characteristics as obstacles to application of learning. The findings point to individual motivation, needs and obstacles concerning teacher educators’ TPD in Malawi.

Modern technology adoption and professional development of lecturers.

This qualitative study investigated the professional development needs of lecturers who are transiting to a technology-mediated environment following advancements in technology. This research work was conducted to address the increasing use of digital tools and platforms in education, shed light on the challenges that lecturers face when adopting modern technology in their teaching, and provide insights on how to design compelling professional development opportunities that address their needs. A convenience sample of faculty and administrators in the faculty of education at a university in Uganda was selected, and 89 participants were interviewed using an interview guide. The study found that most lecturers view time as a significant barrier to their professional development, and therefore, they require professional development opportunities that are tailored to their needs, relevant to their application of technology, and delivered by trainers who use principles of adult education and constructivism. The study shows a need for those involved in planning and implementing professional development opportunities to consider the needs of administrators and lecturers, and the principles of adult education and constructivism when designing and implementing professional development opportunities.

The earlySTEM Program: An Evaluation Through Teacher Perceptions

Conceptually grounded curricular materials in the context of professional development programs facilitate teachers’ adoption of new pedagogies. Even though science, technology, engineering, and mathematics (STEM) professional development opportunities for early grade level teachers continue to receive attention, one existing challenge is to support teachers further in implementing well-defined integrated STEM curricula. The earlySTEM program supports K–4 teachers with the systematically developed earlySTEM curriculum, its associated curricular materials, and year-long mentoring. The program was implemented in 26 schools. This mid-evaluation investigated teacher perceptions of the earlySTEM program with a focus on contributions and challenges. A total of 134 teachers from the 26 schools responded to a survey with open-ended questions. Survey data were analyzed using a descriptive approach. The findings indicated that the teachers had positive experiences with the earlySTEM program. The results revealed that the earlySTEM program is perceived to have contributed to (a) teachers’ STEM teaching skills and STEM conceptualizations and (b) students’ skills development and awareness on the connection of the curriculum content to real-world problems. The results also document the perceived challenge in implementing the earlySTEM curriculum: need for more classroom time. The conclusions offer insights for similar program designs.

Risk Assessment Methods for Autonomous Agricultural Machines: A Review of Current Practices and Future Needs

Highlights Risk assessment for highly automated and autonomous agricultural machines must consider risks beyond operator risk. Engineering standards are a starting point for autonomous equipment risk assessment but are not yet adequate. Engineers designing highly automated equipment now assess risk holistically but need more tools and support. Education in accredited engineering programs and professional development should include risk assessment. Abstract. Technology continues to advance in agricultural machines and includes the development of highly automated, robotic, autonomous, and other types of machines used in fields, farmsteads, buildings, and other farm production locations. New engineering design and safety-related standards have been developed in the past half-decade, but safety remains a concern of key stakeholders and is a barrier that could influence widespread adoption. A survey of practicing engineers and researchers involved with highly automated and autonomous agricultural machine design will be presented that shows the methods for risk assessment and control currently in use including different frameworks for hazard and failure identification, prediction, and quantification. The use of engineering design standards (ASABE, ISO, and others) among practitioners is discussed including some important needs that go beyond obstacle detection and injury prevention for operators. These include safety and risk issues connected to animals, property, civic infrastructure, downtime, cyber, and environmental risk. Commonly used risk assessment methods such as the related failure modes and effects analysis (FMEA) or hazard analysis and risk assessment (HARA) are a useful starting point but are based on historical data and experience that can be used to estimate the probability and severity levels of undesirable failures or incidents such as injuries. These data do not yet exist as compared to risk assessment data that can be used to assess incident occurrence probability, failure, detectability, or controllability in more traditional machines. Suggestions are presented for further development of standards and practice recommendations including software needs and operational data that might be used by autonomous machines that is informed by what we do know about past farm incidents that could include accidents, injuries, and other unexpected failures. Keywords: Automation, Autonomous agricultural machinery, Engineering design standards, Farm equipment, Risk assessment, Robotics, Safety.

Enhancing technology leaders' instructional leadership through a project-based learning online course

<abstract><p>This study detailed the course design principles and implementation of project-based learning (PBL) in a technology-themed graduate-level online course. Students were trained to develop knowledge and skills in instructional leadership, such as the capability to design, deliver, and evaluate educational technology professional development programs. Pre- and post- survey data were collected to examine any change in students' knowledge and skills in instructional leadership by completing this course (N = 18). Quantitative findings revealed positive learning outcomes, and there was statistical significance regarding student improvement in knowledge and skills of instructional leadership, rendering the PBL approach viable.</p></abstract>

Multiple Perspectives with Online EFL Practicum Technology Learning: Case Study on a Cloud.

This yearlong study describes multiple stakeholders' perspectives of 20 preservice English as Foreign Language (EFL) teachers, 43 elementary school students, 2 online mentors, and a teacher-researcher during a technology professional development practicum on a cloud. The case study provides qualitative and quantitative data from stakeholders concerning technology integration after participating in online project-based EFL instruction. The participating stakeholders encountered affordances and challenges that enhanced their online learning and teaching repertoires and offered nuanced evidence within this online professional development community. The findings call for continuing exploration of online practicums in preservice (language) teacher education and further research documenting complexities of multiple stakeholders' technology professional development.

TEACHER PROFESSIONAL DEVELOPMENT AS AN EFFORT TO IMPROVE TPACK SKILLS IN 21ST CENTURY LEARNING

This article aims to explain the conception and evaluation of information and communication technology (ICT) professional development processes for the development of teacher technology pedagogical content knowledge for 21st century learning. This study emphasizes the involvement of teachers using TPACK in learning. Research is concerned with the use of ICT in learning, setting design goals, redesigning, implementing, and evaluating, as well as reflecting on student learning outcomes. The research approach uses surveys and descriptive analysis. Data triangulation techniques based on observations and interviews with respondents. The results showed that the skills of using technology in learning related to TPACK had a positive effect on teacher confidence in the knowledge of technology pedagogic content for 21st century learning. Five of the seven design teams were able to make pedagogical changes towards 21st century learning, and six teams realized an increase in learning outcomes student. The conclusion of the study stated that TPACK had an impact on learning and teacher confidence in learning.