دورية أكاديمية
Technology Education in Primary Schools: Addressing Teachers' Perceptions, Perceived Barriers, and Needs
| العنوان: | Technology Education in Primary Schools: Addressing Teachers' Perceptions, Perceived Barriers, and Needs |
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| اللغة: | English |
| المؤلفون: | Christina Ioanna Pappa (ORCID |
| المصدر: | International Journal of Technology and Design Education. 2024 34(2):485-503. |
| الإتاحة: | 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 |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Technology Education, Elementary Schools, Elementary School Teachers, Teacher Attitudes, Barriers, Educational Needs, Technology Integration, STEM Education, Pedagogical Content Knowledge, Faculty Development |
| DOI: | 10.1007/s10798-023-09828-8 |
| تدمد: | 0957-7572 1573-1804 |
| مستخلص: | In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers' lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in technology education, and the ambiguity of the definition of technology education have scarcely been discussed in the literature. This study explored teachers' experiences with the current integration of technology and identified challenges to the integration of technology and areas where support is needed. Semi-structured interviews were used to collect data and were analyzed using content analysis. Content knowledge, proper training, and professional development programs on the integration of technology along with the need for clear and unanimous curricula standards have been perceived as important factors in the integration of technology education. Participants also acknowledged the need for the establishment of teaching communities wherein they can learn from one another. Our study discusses implications for research and practice and provides a knowledge base for the establishment of well-structured professional development courses based on teacher needs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1415214 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0957-7572 1573-1804 |
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| DOI: | 10.1007/s10798-023-09828-8 |