Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade

  • Mirjana Joksimović Elementary school “Diša Durđević”, Belgrade, Serbia
  • Ashlee Robertson Keiser University, Education Faculty, USA
  • Borivoje Đokić Keiser University, Business Faculty, USA
  • Lazar Dražeta Singidunum University

Abstract

Research question: This paper investigated the correlation between the perceptions of strategies that affect professional development and the obstacles to successful implementation of technology-based professional development. Motivation: The research sought to determine elements that make professional development effective in the eyes of teachers, so that they may be more apt to use what they learn in classroom practice. The concept draws upon the TPACK framework while discussion and recommendations draw upon the UTAUT stages that teachers pass through when faced with new innovations. This study looks at the variables of a) time spent teaching, b) level of education, c) knowledge/use of computers, d) class preparation, and e) technology seminars of survey participants, to determine what demographical characteristics may have an impact on certain belief patterns surrounding professional development and technology use. Idea: The idea of this study is to look at the effectiveness of professional development to integrate technology into classroom practice and to allow for recommendations for improved technology-based professional development. Data: Data collected from a paper-based survey was completed by elementary school teachers in the school district of the city

Author Biographies

Mirjana Joksimović, Elementary school “Diša Durđević”, Belgrade, Serbia

Mirjana Joksimović, MSc, is the principal of elementary school “Diša Đurđević“. She graduated from the Faculty of Pedagogy for Teacher Education, University of Belgrade, and completed her Master’s degree in Engineering Management program at the Singidunum University. Under the auspices of the Ministry of Education, Science and Technological Development of the Republic of Serbia, she has been engaged in the training programme and obtained a license to work as the principal of the school. She is currently engaged in mentoring and human development program in the school, as a part of Tempus program on Leadership in Education.

Ashlee Robertson, Keiser University, Education Faculty, USA

Ashlee Robertson, PhD, is a graduate school professor at Keiser University in Florida, USA, for the PhD education departments of Educational Leadership, Curriculum and Instruction and Instructional Design. Her PhD is in curriculum and instruction, and her professional expertise and experience is in K-12 teaching, school administration and instructional design.

Borivoje Đokić, Keiser University, Business Faculty, USA

Borivoje Đokić, PhD, is a graduate school professor at Keiser University in Florida, USA, for the MBA and DBA programmes of business department, areas of quantitative analysis and business research methods. His professional expertise includes performing applied research at the University of Miami, School of Medicine and computer and biostatistics support for the department of Pediatrics of University of Miami, School of Medicine.

Lazar Dražeta, Singidunum University

Lazar Dražeta, PhD, works as Assistant Professor and Coordinator of the Singidunum University Institute. He is involved in teaching at bachelor and master programmes as well as business consulting in the area of human resource management. His previous work experience includes a number of corporate sales and human resource functions, both in Serbia and overseas.

Published
2018-12-20
How to Cite
Joksimović, M., Robertson, A., Đokić, B., & Dražeta, L. (2018). Technology-Based Professional Development: The Case of Elementary School Teachers in Belgrade. Management:Journal Of Sustainable Business And Management Solutions In Emerging Economies, 24(1), 1-11. doi:10.7595/management.fon.2018.0029
Section
Articles