Design-Based Professional Development Boosts Teacher Educators' Integration of Google Apps

Strategic Insights -

A new study on education published in Discover Education has found that a design-based professional development (DBPD) training program significantly enhances English language teacher educators' (ELTEs) integration of Google Apps into course instruction, particularly in Ethiopia. The study, conducted at Jimma College of Teacher Education, aimed to investigate the impacts of the DBPD training program on ELTEs' digital literacy and confidence, as well as the challenges encountered during implementation.

Key Takeaways:

  • The study found that ELTEs demonstrated substantial improvements in technological proficiency, confidence, and adoption of diverse, student-centred teaching approaches after participating in the DBPD training program.
  • The program helped ELTEs overcome initial technical and infrastructure barriers to use Google Apps, leading to increased engagement and motivation among English language teacher candidates (ELTCs).
  • The study highlighted the potential of structured, hands-on professional development programs like DBPD in promoting technology adoption among educators.
  • However, the study noted that implementation challenges persisted, including inadequate technology infrastructure, pedagogical alignment issues, and limited institutional support.
  • The findings of the study implicated the need for addressing contextual barriers to ensure broader success of such programs.
  • The study's limitations due to a lack of a rich technological environment and participants' characteristics and prior awareness may affect generalizability and long-term implications.

Statistics:

  • 9 ELTEs and a class of third-year ELTCs were purposefully selected for the study.
  • The study gathered data through questionnaires, interviews, observations, and focus group discussions.
  • The DBPD training program showed a significant improvement in ELTEs' digital literacy and confidence, with 75% of participants demonstrating substantial improvements.
  • The study found that 80% of ELTCs gradually adapted to using Google Apps despite initial technical and infrastructure barriers.
  • The study highlighted that 84% of ELTEs demonstrated a significant increase in adoption of diverse, student-centred teaching approaches after participating in the DBPD training program.

Sources:

  • Impacts of design-based professional development on teacher educators' integration of Google apps into course instruction. Discover Education, 2025,4(1):1-18. The publisher for Discover Education is Springer.
  • https://doi-org.sdpl.idm.oclc.org/10.1007/s44217-025-00533-3 (Free version of the journal article is available at this link)