Unleashing Digital Transformation
How a Professional Development Program Can Lead to Change
Bibliographic Data
| ID | 21445643 |
|---|---|
| Authors | Piret Luik (0000-0002-9049-4192, Institute of Computer Science University of Tartu Tartu Estonia, corresponding author), Kerli Požogina (Estonian Qualifications Authority Tallinn Estonia) |
| Year | 2025 |
| Volume | 60 |
| Issue | 3 |
| Publication date | 2025-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70191 |
| OpenAlex | W4412893081 |
| Language | EN |
| References cited | 32 |
Teachers' continuous professional development in the digital technology field is crucial, and different professional development programs are composed to meet this need. This paper gives an overview of one such program, named “Digital Accelerator”, created in Estonia, and assesses whether it is effective in promoting teachers' use of digital technology and their beliefs towards it. A total of 59 participating teachers filled in pre‐ and post‐questionnaires, and for data analysis, non‐parametric tests were used. The results revealed that the use of digital technology in teaching and learning activities increased, and participating in educational technology mentoring was the most influential program activity. Also, it was evident that perceived ease of use and general attitudes towards digital technology had increased significantly. However, based on the results, we could conclude that giving the participating teachers in training too much power to choose the content is not the most useful approach
Business · Economic growth · Economics · Engineering ethics · Lead (geology) · Pedagogy · Political science · Professional development · Social change · Sociology · Transformation (genetics) · Child Development and Digital Technology · Digital literacy in education · Engineering · Gender and Technology in Education · Geology
Talis 2018 Results (Volume I)
Teacher beliefs and technology integration practices
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge
Teacher Technology Change
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
Effective Teacher Professional Development
Predicting the Intention to Use Technology in Education among Student Teachers
Local and External Stakeholders Affecting Educational Change during the Coronavirus Pandemic
Understanding teaching professionals' digital competence
Teachers’ understanding of the concept of ‘embedding’ digital technology in education
The impact of a professional upskilling training programme on developing teachers' digital competence
Adopting technology in schools
Digital competences for teacher professional development. Systematic review
Teacher collaboration and students’ digital competence - evidence from the Selfie tool
Factors influencing the use of ICT to support students' self‐regulated learning in digital environment
Factors affecting technology integration in K-12 classrooms
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
A Dynamic Integrated Approach to teacher professional development
Digital learning in schools
| Highly cited | No |
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