Digital Technology and Teacher Professional Development
Challenges and Contradictions in Compulsory Education
Datos Bibliográficos
| ID | 22047720 |
|---|---|
| Autores | Lourdes Montero-Mesa (Universidade de Santiago de Compostela), Fernando Fraga-Varela (0000-0002-2988-0465, Universidade de Santiago de Compostela, autor de correspondencia), Esther Vila-Couñago (0000-0001-6407-463X, Universidade de Santiago de Compostela), Ana Rodríguez-Groba (0000-0001-6372-6851, Universidade de Santiago de Compostela) |
| Año | 2023 |
| Volumen | 13 |
| Número | 10 |
| Páginas | 1029 |
| Fecha de publicación | 2023-10-13 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13101029 |
| OpenAlex | W4387603424 |
| Idioma | EN |
| Citas recibidas | 4 |
| Referencias citadas | 15 |
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
Compulsory education · Contradiction · Educational technology · Epistemology · Exploratory research · Fluency · Mathematics education · Pedagogy · Perception · Professional development · Sociology · Technology integration · Child Development and Digital Technology · Computer Science · Educational Games and Gamification · Impact of Technology on Adolescents · Psychology
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| Obras citantes distintas | 4 |
|---|---|
| Citas por año | 4 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 4 |