Zusammenfassung:
This study examines the formation of future primary school teachers’ readiness to use digital technologies
in their professional activities and evaluates the effectiveness of a specially designed pedagogical system.
A quasi-experimental design with three stages (stating, formative, summarizing) was implemented between
2022 and 2024. Diagnostic tools comprised questionnaires, testing, reflective maps, observations, and
expert evaluation, with statistical verification performed using Pearson’s χ² and Cramér’s V. Baseline
analysis confirmed no significant differences between the groups across motivational, operational,
personal, and cognitive criteria, ensuring methodological comparability. Results demonstrate substantial
improvements in the experimental group: high readiness increased by 11–12%, medium readiness by 23
27%, and low readiness decreased by 34–41%. The control group showed only minor changes (1–4%).
Post-experiment χ² values confirmed statistically significant differences at the 0.05 and 0.01 levels.
Beschreibung:
Palshkova, I., Tovkanets, H., Tymchenko, A., Sobko, V., & Kushnir, A. (2025). Professional use of digital technologies: Developing readiness among pre-service primary teachers. Revista Eduweb, 19(4), 188-216.
