Research Article
Banu Kayınova, Tufan Adıgüzel
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep643
ABSTRACT
This study examined primary school teachers’ readiness for the learning environments of generation Alpha, who are greatly influenced by technological advancements and globalization. Although teachers need to be prepared for this new learning ecosystem, existing research offers limited insight into elementary school teachers’ preparedness to address the technologically and pedagogically evolving learning needs of generation Alpha in a globalizing context. Using a qualitative case study approach, we conducted semi-structured interviews with 34 teachers in Turkey. The findings revealed four key dimensions of readiness for generation Alpha learning environments: (1) student development guidance, (2) teacher characteristics, (3) learning environment development, and (4) technology in education. Project-experienced teachers showed advanced competence in promoting 21st century skills, adopting alternative assessment practices, and using learner-centered classroom management. They integrated diverse instructional technologies beyond content delivery and used diverse teaching strategies. Conversely, teachers without project experience showed limited technological integration and relied more on traditional classroom practices. Furthermore, digital citizenship awareness (online ethics and safety) was underdeveloped across all participants, highlighting an overlooked area in teacher preparedness for generation Alpha learners. This study contributes to the literature by identifying the key components of teacher readiness for generation Alpha and highlighting how project-based learning experience enhances pedagogical and technological competencies. The findings have implications for teacher training and educational policy reforms focused on equipping educators for 21st century learning environments.
Keywords: generation Alpha, education technology, learning environment, primary school teacher
Review Article
Miguel Angel Paidican, Pamela Alejandra Arredondo
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep370
ABSTRACT
This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.
Keywords: knowledge of teachers, educational technology, knowledge of technological pedagogical content (TPACK), primary school teachers, teacher training, Integration of technology