Evaluating Technology Integration in Education: A Framework for Professional Development
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| Title: | Evaluating Technology Integration in Education: A Framework for Professional Development |
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| Language: | English |
| Authors: | Yacoub Siyam (ORCID |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Technology Integration, Learning Experience, Faculty Development, Technological Literacy, Teacher Attitudes, Self Efficacy, Information Technology, Computer Mediated Communication, Communications, Teaching Methods, Teacher Competencies, Private Schools, Foreign Countries, Elementary School Teachers, Females, Classroom Environment |
| Geographic Terms: | United Arab Emirates |
| DOI: | 10.1007/s44217-025-00448-z |
| ISSN: | 2731-5525 |
| Abstract: | The integration of technology in education is essential for enhancing learning experiences and preparing students for a technology-driven world. However, many teachers lack the necessary skills and confidence to effectively incorporate technology into their classroom practices. This paper investigates the impact of technology-related professional development (PD) on teachers' self-reported technology competencies and their application of technology in classroom practices, addressing the critical need for effective PD programs that can bridge this gap. The study involved the development and administration of a self-reported Information and Communication Technology (ICT) competencies survey, the observation of classroom practices using a custom-developed observation tool, and the implementation of a comprehensive PD program followed by a subsequent reassessment using the same instruments. The findings demonstrate significant improvements in teachers' self-reported competencies and classroom practices following the PD sessions. The validated self-rating technology skills survey and classroom observation tool proved to be reliable and effective measures for assessing teachers' ICT competencies and the integration of technology in teaching. The study underscores the necessity of well-designed PD programs that incorporate active learning, collaboration, and sustained support to enhance teachers' technology integration skills. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461739 |
| Database: | ERIC |
| Abstract: | The integration of technology in education is essential for enhancing learning experiences and preparing students for a technology-driven world. However, many teachers lack the necessary skills and confidence to effectively incorporate technology into their classroom practices. This paper investigates the impact of technology-related professional development (PD) on teachers' self-reported technology competencies and their application of technology in classroom practices, addressing the critical need for effective PD programs that can bridge this gap. The study involved the development and administration of a self-reported Information and Communication Technology (ICT) competencies survey, the observation of classroom practices using a custom-developed observation tool, and the implementation of a comprehensive PD program followed by a subsequent reassessment using the same instruments. The findings demonstrate significant improvements in teachers' self-reported competencies and classroom practices following the PD sessions. The validated self-rating technology skills survey and classroom observation tool proved to be reliable and effective measures for assessing teachers' ICT competencies and the integration of technology in teaching. The study underscores the necessity of well-designed PD programs that incorporate active learning, collaboration, and sustained support to enhance teachers' technology integration skills. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00448-z |
