Digital Technology and Teacher Professional Development: Challenges and Contradictions in Compulsory Education
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Published:2023-10-13
Issue:10
Volume:13
Page:1029
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ISSN:2227-7102
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Container-title:Education Sciences
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language:en
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Short-container-title:Education Sciences
Author:
Montero-Mesa Lourdes1,
Fraga-Varela Fernando1ORCID,
Vila-Couñago Esther1,
Rodríguez-Groba Ana1ORCID
Affiliation:
1. Departament of Pedagogy and Didactics, Faculty of Educational Sciences, University of Santiago de Compostela, 15705 Santiago de Compostela, Spain
Abstract
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.
Funder
State Programme for Knowledge Generation and Scientific and Technological Strengthening of the R&D&I System and R&D&I Aimed at Meeting the Challenges of Society
State Agency for Research
Subject
Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation
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