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Numbers of studies by LMIC Key: No studies, 1-4 studies, 5-9 studies, 10-14 studies, 15 or more studies.
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Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, uns...
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Citations
... The application of digital tools such as the Internet and online resources, computers and mobile devices, and communication tools highlights the importance of leveraging the accessibility and versatility of technology to accommodate the diverse needs of learners (Hennessy et al., 2022).. These tools can provide personalized content, access to specialized resources, and encourage the participation of students with SEN (Cheng & Lai, 2020). ...
The objective of the research was to design curricular adaptations based on Information and Communication Technologies for students with special educational needs. It was carried out in the Educational
... Customization and relevance are prevalent in the literature and highlight the significance of adjusting professional development programs to educators' unique needs and environments (Alamri et al., 2021;Hınız & Yavuz, 2024;Kilag et al., 2023). Educators who receive individualized learning experiences are more engaged and effective when integrating technology because they feel more equipped to handle the particular problems and objectives that they face (Hennessy et al., 2022;Pallitt et al., 2021). Kimmons et al. (2020), for example, discovered that technology integration programs that provide educators with adaptable learning pathways have a higher chance of connecting with teachers and producing favourable results. ...
... The success of faculty professional development programs is largely dependent on the availability of sufficient technology infrastructure and assistance (Hennessy et al., 2022). Hardware, software, and dependable internet access are critical for enabling teachers to experiment with and adopt technology-enhanced teaching methods (Asgari et al., 2021;Bragg et al., 2021;Haleem et al., 2022). ...
This study investigates the relationships between faculty use of new technologies and professional development programs. Within the framework of a shifting educational landscape, this study aims to identify the specific characteristics that lead to successful technology integration in this unique setting. A qualitative technique was used in the process, which involved interviewing 86 participants, administrators and faculty members from 12 Ugandan universities. Key elements of successful integration were identified through thematic analysis. These elements included infrastructure and accessibility, incentives and recognition, customization and relevance, hands-on learning opportunities, continuous support mechanisms, flexibility and adaptability, institutional leadership and culture, and evaluation and feedback mechanisms. The results are consistent with international literature highlighting the significance of incentives, efficient assessment, sufficient infrastructure, and customized, useful, and ongoing support in professional development initiatives. The study provides insightful information about the unique requirements and difficulties experienced by faculty members, illuminating tactics for maximizing the uptake of technology. This study is significant for educators, administrators, and policymakers in education who want to improve the effectiveness of professional development programs in higher education. Through an understanding of the factors that influence faculty adoption of technology, academic institutions can design initiatives that support faculty innovation and technological competency, improving the learning environment for both teachers and students.
... Dentro de una amplia literatura existente en formación y desarrollo profesional docente cabe distinguir los intentos por introducir innovaciones en el uso de las tecnologías en general (Hennessy et al., 2022) y de metodologías en particular como la gamificación (Zainuddin et al., 2020;Franco-Mariscal et al., 2021), al mismo tiempo que otras tecnologías más específicas como el uso del vídeo digital (Basgall et al., 2023), la Foto-elicitación (García-Vera et al., 2020, así como las redes sociales actuales para el intercambio de experiencias docentes en un modelo de formación no formal (Marcelo & Marcelo, 2021). Este uso es como fin o como un medio, analizando sus imponderables ventajas, entre las que se encuentra el cambio de rol de los docentes (Chacón et al., 2015), para una formación y utilización de las nuevas funcionalidades que las tecnologías nos posibilitan, entre otras, para almacenar, compartir y analizar las experiencias y buenas prácticas. ...
La evaluación formativa de los aprendizajes necesita plantear estrategias metodológicas que favorezcan la motivación intrínseca del estudiante en la evaluación. La gamificación consigue una participación más activa de los estudiantes; sin embargo, existe una controversia sobre la pertinencia del uso competitivo, o no, de la gamificación en el aula; además, siguiendo el dilema conocido de que se enseña según te enseñaron, nada mejor que formar a los docentes en servicio con aquellas metodologías que deseamos introducir en clase. La investigación desarrollada tiene un diseño cuasiexperimental y analiza el impacto en los aprendizajes cuando se utilizan rúbricas digitales gamificadas con “insignias competitivas” (compite con el grupo) vs. “insignias no competitivas” (compite con uno mismo). La muestra está constituida por 70 docentes en formación permanente de una titulación de postgrado. Con la finalidad de confirmar el impacto de la gamificación, se comparan las tareas planteadas, el grupo de referencia, las insignias obtenidas con la rúbrica digital y la calificación final. Asimismo, se aplica un instrumento validado de satisfacción con la metodología recibida. Los resultados muestran una alta satisfacción y que la nota final está condicionada por el número de insignias, fundamentalmente por la calificación de una de las tareas.
... Likewise, self-efficacy-the belief a teacher has regarding his or her own ability to cope with the challenges of engaging students and delivering quality instruction is a key predictor of educational outcomes [7][8][9]. However, these conditions interact with work motivation and leadership influence on the performance of elementary school teachers in Indonesian region which play a gap of research in the literature [10][11][12]. ...
To examine these relationships in a school setting, this study investigates the effects of organizational culture on teacher performance directly using leadership and work motivation as mediators and ‘self-efficacy’ variables. Using primary data from the educators of different universities, we apply an Agenda based Structural Equation Model (SEM) by using SmartPLS 2024. Results featured highlighted strong positive correlations where organizational culture and self-efficacy directly impact on teacher performance, along with work motivation acting as a significant mediate between these links. The above findings are significant as the relationship between leadership and work motivation were identified to be among essential drivers of teacher performance which can lead to an indication that effective leadership yields high motivational levels with educators. The inter-relatedness of these constructs suggests the value in nurturing a supportive organization culture and effective leadership to positively affect educational outcomes. The study concludes with a focus on the importance of education policymakers to set up environments that promote teacher motivation and performance, thus positively affecting students’ experience in schools the ultimate beneficiaries.
... It should be noted that limited professional development opportunities for educators are a common challenge in many developing and low-income countries, including Tanzania. These opportunities are often sporadic, unsustainable, and frequently lack a strong foundation in current research [5,22,25,34]. It is possible that tutors' ability to improve their teaching skills and stay up-to-date with the best technological teaching practices is compromised by inadequate professional training opportunities. ...
This study aimed to explore college tutors' perspectives on the integration of information and communication technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.
... Classroom Instruction in the digital age now involves the use of advanced technology in teaching subjects such as Computer Science and Physical Education, enriching traditional teaching methods (Javaid et al., 2021;Krause et al., 2020;Rahmat et al., 2021). Professional Development for teachers ensures they have the necessary skills to effectively integrate technology into the curriculum (Hennessy et al., 2022;Yurtseven Avci et al., 2020). Science technology is advancing learning in STEM fields, while the skills required for the 21 st century continue to be enhanced through learning that involves technology integration (Al Hamad et al., 2024;Ismail et al., 2023). ...
This research aims to analyze research trends in the field of technology use in the school environment. Using predetermined keywords, researchers selected documents using the PRISMA method and obtained 599 final documents which were analyzed using the R Program Biblioshiny, Publish or Perish 8, and VOSviewer to map trends in research results with bibliometric analysis. From this analysis it can be concluded that research on the use of technology in the school environment began in 1974 until 2024 with peak publications in 2023 and peak citations in 2018. The United States is the most productive country in the field of most productive countries. Nanyang Technological University is the most productive affiliate, recording the highest number of publications. Journal Q1 "Computers and Education" is the most productive journal with the highest h-index. Hyuksoo Kwon from the Republic of Korea is the writer with the highest h-index. The publication with the highest citations. There are 11 keyword clusters, with the keywords "Artificial Intelligence", “Programming”, “Digitization”, “Online Learning”, “Augmented Reality”, and “Cloud Computing” being the next recommended keywords if you want to do research in the field of use technology in the school environment.
... Central to this transformative process is the role of citizenship education, which serves as a conduit for instilling democratic values and fostering an informed citizenry capable of engaging in the nation's political discourse. The intersection of educational initiatives and political reform in Algeria presents a compelling area of study, particularly in understanding how educational frameworks adapt to and influence evolving political paradigms [1]. ...
Algeria's political transitions, marked by constitutional amendments in 2016 and 2020, have sparked efforts to integrate democratic principles and civic values into educational frameworks. This study examines the dynamics of citizenship education in the context of Algeria's political reforms. The research explores citizenship education's role in fostering civic participation and aligning educational content with national democratic aspirations. The methodology employs a mixed-methods approach, conducted throughout 2023, involving 500 respondents, including educators, policymakers, and students from diverse locations such as Algiers, Oran, Constantine, Tlemcen, and Setif. Quantitative surveys assess perceptions and effectiveness, while qualitative interviews and focus groups provide deeper insights into stakeholders' experiences and expectations. Findings reveal that citizenship education in Algeria demonstrates significant potential in promoting civic engagement and aligning with democratic ideals. However, challenges persist, such as balancing traditional cultural values with modern democratic principles, ensuring adequate teacher training, and addressing political constraints that hinder open dialogue. The discussion highlights the need for a comprehensive curriculum, participatory teaching methods, and a political environment conducive to civic learning. Future research could explore sector-specific impacts of citizenship education and the long-term outcomes of integrating democratic principles into curricula. These insights could guide policymakers and educators in designing more effective educational reforms tailored to Algeria's unique socio-political context.
... Effective training programs equip teachers with knowledge, modern pedagogical skills, and effective classroom management techniques (Ahmed et al., 2021;Ciraso, 2012;Hyseni Duraku et al., 2022). Ongoing professional development helps educators stay updated on new teaching strategies, technological advancements, and curriculum changes, promoting innovation in the classroom (Germuth, 2018;Hennessy et al., 2022;Lindberg & Olofsson, 2010;Montero-Mesa et al., 2023;Uzorka et al., 2023). Such training can include specialized workshops, seminars, peer collaboration, and mentoring programs focused on EMR education, fostering a growth mindset and reflective practice. ...
Electromagnetic radiation (EMR) is integral to both the natural world and technological innovation, yet widespread misconceptions about its nature and effects persist among the public, educators, and students. This comprehensive review examines these misconceptions, analyzing their origins-including inadequate education, the complexity of EMR concepts, media misrepresentation, and educators' own misunderstandings-and their impact on scientific literacy and public health. By reviewing a wide range of scientific studies, we identify common misunderstandings, such as conflating ionizing and non-ionizing radiation, believing all radiation is harmful, and confusing irradiation with contamination. These misconceptions contribute to unwarranted health anxieties, resistance to beneficial technologies, and challenges in science education. We highlight the critical need for effective EMR education through curriculum integration, innovative teaching methods, and enhanced teacher training. By addressing these misconceptions through strategic educational reforms and evidence-based communication, we aim to foster a scientifically literate society capable of making informed decisions about EMR and its applications.
... To ensure the reliable and smooth functioning of VR and AR systems, robust support systems are essential. This includes not only the initial setup but also ongoing technical support and professional development to equip educators with the necessary skills and confidence to integrate these technologies into their teaching and assessment practices effectively Beardsley et al., 2021;Hennessy et al., 2022). Although the literature contains limited information regarding the advantages and disadvantages of using AR and VR in educational assessment processes (e.g., Alizadehsalehi et al., 2021;Renati et al., 2022), there is a lack of comprehensive literature for teachers on the practical implementation of these assessment tools within educational settings. ...
This investigation elucidates the adoption and integration of Augmented Reality (AR) and Virtual Reality (VR) technologies within educational assessments, focusing on the distinctions between pre-service and in-service teachers. Leveraging an integrated theoretical framework that combines the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study rigorously examines the multifaceted factors influencing educators' acceptance and utilization of these emergent technologies. Data were meticulously gathered from a sample of 862 teachers—457 pre-service and 405 in-service—via detailed surveys tailored separately for AR and VR technologies. Employing confirmatory factor analysis and structural equation modeling, the study validates the measurement model and evaluates the hypothesized relationships within the framework. Results underscore significant pathways, accentuating the roles of perceived ease of use, perceived enjoyment, and social influence in shaping educators’ intentions to adopt AR and VR technologies. Notably, the analysis reveals divergent perceptions and integration strategies between pre-service and in-service teachers concerning these technologies. While pre-service teachers predominantly value usability and enjoyment, in-service teachers focus on the pragmatic integration and benefits of AR and VR in existing pedagogical practices. The findings furnish critical insights for policymakers, educational technology developers, and practitioners, aiming to amplify the efficacy and appeal of AR and VR applications in educational settings.
... The young population has unique opportunities that they can arrive at by increasing the quality of resources [21,22]. Accordingly, increasing the educational system's performance is necessary to improve people's income [23,24]. In recent years, many countries, such as Indonesia, have increased the education budget, and their share of government spending has increased [25][26][27]. ...
Higher education institutions can play an important role in improving society by training productive and committed people through providing knowledge, skills, and necessary values. Studying and conducting research in an optimal location in terms of institute accessibility, resilience against natural and external hazards, and environmental comfort is important for the maximum effectiveness of training. The current study explored which factors contribute to site selection for higher education institutes globally. To do so, a literature review and meta-analysis using secondary data from 1990 to 2024 were conducted to integrate findings from 37 original papers. The results showed that so-called socioeconomic health conditions, student considerations on institute accessibility, and transport services are very important. As such, the socioeconomic health scenarios that affect the improvement of institute location suitability should be given global attention. In addition, we recommend that attention be paid to increasing the level of awareness among individuals about economic features and making necessary interventions for educational infrastructure protection.
