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The Impact of Professional Learning and Development on Primary and Intermediate Teachers' Digital Technologies Knowledge and Efficacy Beliefs

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Title: The Impact of Professional Learning and Development on Primary and Intermediate Teachers' Digital Technologies Knowledge and Efficacy Beliefs
Language: English
Authors: Lynley Rose Stringer (ORCID 0000-0003-0753-5406), Kerry Maree Lee (ORCID 0000-0002-6410-3688), Sean Sturm (ORCID 0000-0003-4011-7898), Nasser Giacaman (ORCID 0000-0001-6885-1571)
Source: Australian Educational Researcher. 2025 52(1):315-341.
Availability: 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: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Junior High Schools
Middle Schools
Descriptors: Foreign Countries, Elementary School Teachers, Faculty Development, Digital Literacy, Self Efficacy, Middle School Teachers, Values
Geographic Terms: New Zealand
DOI: 10.1007/s13384-024-00716-1
ISSN: 0311-6999
2210-5328
Abstract: To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Maori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digital technologies in professional learning and development on primary and intermediate schoolteachers' knowledge and efficacy beliefs (value beliefs, self-efficacy beliefs and teaching efficacy beliefs). Professional learning and development were found to have a positive long-term impact on teachers' digital technologies knowledge and efficacy beliefs, yet no one professional learning and development model was found to be more effective than another. Post professional learning and development, teachers were found to want more support on how to plan for Digital Technologies curricula implementation and fully adopt twenty-first-century pedagogical practices. School environments were shown to influence efficacy beliefs, and a lack of time in the classroom to plan for and upskill in digital technologies was reported. Limitations of the study are discussed, and areas for future research are identified.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460942
Database: ERIC
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  Data: The Impact of Professional Learning and Development on Primary and Intermediate Teachers' Digital Technologies Knowledge and Efficacy Beliefs
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  Data: <searchLink fieldCode="AR" term="%22Lynley+Rose+Stringer%22">Lynley Rose Stringer</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0753-5406">0000-0003-0753-5406</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kerry+Maree+Lee%22">Kerry Maree Lee</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6410-3688">0000-0002-6410-3688</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sean+Sturm%22">Sean Sturm</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4011-7898">0000-0003-4011-7898</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nasser+Giacaman%22">Nasser Giacaman</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6885-1571">0000-0001-6885-1571</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Educational+Researcher%22"><i>Australian Educational Researcher</i></searchLink>. 2025 52(1):315-341.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
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  Data: 10.1007/s13384-024-00716-1
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  Data: 0311-6999<br />2210-5328
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  Data: To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Maori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digital technologies in professional learning and development on primary and intermediate schoolteachers' knowledge and efficacy beliefs (value beliefs, self-efficacy beliefs and teaching efficacy beliefs). Professional learning and development were found to have a positive long-term impact on teachers' digital technologies knowledge and efficacy beliefs, yet no one professional learning and development model was found to be more effective than another. Post professional learning and development, teachers were found to want more support on how to plan for Digital Technologies curricula implementation and fully adopt twenty-first-century pedagogical practices. School environments were shown to influence efficacy beliefs, and a lack of time in the classroom to plan for and upskill in digital technologies was reported. Limitations of the study are discussed, and areas for future research are identified.
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