Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers DOI Creative Commons
Liu Ji,

Millicent Aziku,

Faying Qiang

et al.

International Journal of STEM Education, Journal Year: 2024, Volume and Issue: 11(1)

Published: Nov. 2, 2024

Abstract Background Integration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary skills effectively orchestrate resources. Notably, the role learning communities considered critical. However, intricate relationships among development, communities, instructional integration remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), present study examined links ( N = 16,072) who participated Programme International Student Assessment (PISA) 2022. Results Findings from PLS–SEM analysis indicate that exhibits direct positive relationship integration. Relatedly, positively correlated In terms indirect effect, findings show play mediating linking Conclusions This reports new evidence on influence through 16,072 concludes that, when regularly immerse themselves they are more likely benefit their by integrating technologies classroom instruction. Policymakers educational leaders should consider promoting teachers, along efforts encourage

Language: Английский

Exploration of the Effectiveness and Experiences of an Education Program that Enhances Digital Competence Among Early Childhood Teachers DOI

Sanseom Han,

Kyoryoung Kim

The Asia-Pacific Education Researcher, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 10, 2025

Language: Английский

Citations

0
Artificial Intelligence, Education and the Professional Perspective DOI
Rune Johan Krumsvik

Nordic Journal of Digital Literacy, Journal Year: 2024, Volume and Issue: 19(2), P. 55 - 63

Published: June 4, 2024

Language: Английский

Citations

1
Leveraging professional learning communities in linking digital professional development and instructional integration: evidence from 16,072 STEM teachers DOI Creative Commons
Liu Ji,

Millicent Aziku,

Faying Qiang

et al.

International Journal of STEM Education, Journal Year: 2024, Volume and Issue: 11(1)

Published: Nov. 2, 2024

Abstract Background Integration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary skills effectively orchestrate resources. Notably, the role learning communities considered critical. However, intricate relationships among development, communities, instructional integration remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), present study examined links ( N = 16,072) who participated Programme International Student Assessment (PISA) 2022. Results Findings from PLS–SEM analysis indicate that exhibits direct positive relationship integration. Relatedly, positively correlated In terms indirect effect, findings show play mediating linking Conclusions This reports new evidence on influence through 16,072 concludes that, when regularly immerse themselves they are more likely benefit their by integrating technologies classroom instruction. Policymakers educational leaders should consider promoting teachers, along efforts encourage

Language: Английский

Citations

1