Designing a Model for the Technological Education of Elementary School Teachers

Abstract

The main aim of this study is to design a comprehensive model for the technological education of elementary school teachers, emphasizing psychological, pedagogical, and technical dimensions. This research employed a qualitative, interpretive approach using the meta-synthesis method. Data were collected through document analysis, reviewing 25 scholarly articles published between 2010 and 2025. The validity of the codes was assessed using the CVR index (0.85), and reliability was confirmed via Cohen's Kappa coefficient (0.69). The analysis revealed that technological education for elementary teachers consists of three core dimensions: psychological (including critical and creative thinking, innovative problem-solving, and ethical use of technology), pedagogical (involving knowledge transfer, creation of technology-based learning environments, and purposeful technology engagement), and technical (covering mastery of tools, development of technological solutions, and awareness of technological trends). A total of 10 key components and 32 subcomponents were identified, leading to the construction of a final conceptual model. The resulting model offers a comprehensive and integrated framework of essential competencies for teachers in the digital era and serves as a foundation for redesigning teacher training and professional development programs. It emphasizes the integration of cognitive, social, technical, and ethical capabilities in interaction with technology, thereby enhancing the quality of education at the elementary level.