Chiman Mostafanejad; Abbas Abbaspour; Samad Borzooian Shirvan; MohammadReza Taghva
Abstract
The aim of this study was to identify the components of professional development of elementary school teachers based on emerging technologies and their self-efficacy. A systematic review method was used to implement it. The article selection process was based on the proposed structure of Prisma. In line ...
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The aim of this study was to identify the components of professional development of elementary school teachers based on emerging technologies and their self-efficacy. A systematic review method was used to implement it. The article selection process was based on the proposed structure of Prisma. In line with the research objectives, reputable scientific databases in the fields of education, information and communication technology, and social sciences that were used by previous researchers in related research were searched. The search keywords in this study were based on the three main concepts of professional development, emerging technologies, and self-efficacy, and using synonym search. The researchers independently conducted the database search process. After reviewing 649 articles based on title and abstract, 190 articles remained as relevant articles. Finally, after final screening and removal of irrelevant articles, 14 articles were selected for use in the research The findings showed that integrating digital technology, strengthening individual beliefs and reducing digital burnout, providing career training and career enrichment through participatory management styles and delegation, changing teachers' attitudes towards professional development processes and strengthening inter-organizational collaborations, optimally using emerging technologies and benefiting from digital educational systems, in addition to improving interactions between learners and teachers, can be considered as a stimulus for improving academic achievements and enhancing the quality of education in educational environments. Finally, removing infrastructural and cultural barriers, inadequate policymaking can pave the way for significant progress in teachers' professional development.
Zahra Babaei; Sayedamin Azimi; Yasamin Abedini
Abstract
The aim of this research is to examine the relationship between knowledge of the content of technological pedagogy (TPACK) and the online assessment skills of primary school teachers.The statistical population of this research comprises teachers (male and female) of elementary schools in Shahin Shahr, ...
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The aim of this research is to examine the relationship between knowledge of the content of technological pedagogy (TPACK) and the online assessment skills of primary school teachers.The statistical population of this research comprises teachers (male and female) of elementary schools in Shahin Shahr, Isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. A technology integration knowledge questionnaire (Schmid et al., 2020) is included in the research tools. and a researcher-made questionnaire on the online assessment skills of primary teachers. After collecting the data, we analyzed the fining at two levels of descriptive and inferential statistics. At the level of descriptive statistics of frequency and percentage, mean, and standard deviation, and at the level of inferential statistics from the Kolmogorov-Smirnov test, Pearson's correlation coefficient, independent, t-analysis Variance and minimum difference tests between the means we use.The findings showed a weak relationship between technology knowledge, content knowledge, pedagogy knowledge, pedagogy content knowledge, technology content knowledge, technology pedagogy knowledge, and technology pedagogy content knowledge with online assessment skills. More explanation in this regard is presented in detail in the section of findings and conclusions.
