RT Journal Article
T1 Digital technology and teacher professional development: challenges and contradictions in compulsory education
A1 Montero Mesa, Lourdes
A1 Fraga Varela, Fernando
A1 Vila Couñago, Esther
A1 Rodríguez Groba, Ana
K1 Teacher professional development
K1 Teachers
K1 Primary education
K1 Secondary education
K1 Digital technology
K1 Mathematical fluency
K1 Digital competence
K1 Risk behaviours
AB 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.
PB MDPI
YR 2023
FD 2023
LK http://hdl.handle.net/10347/31364
UL http://hdl.handle.net/10347/31364
LA eng
NO Montero-Mesa, L.; Fraga-Varela, F.; Vila-Couñago, E.; Rodríguez-Groba, A. Digital technology and teacher professional development: challenges and contradictions in compulsory education. Educ. Sci. 2023, 13, 1029
DS Minerva
RD 24 abr 2026