THE ROLE OF E-PROFESSIONAL DEVELOPMENT PROGRAMS IN DEVELOPING DIGITAL TECHNOLOGY SKILLS AMONG PRIMARY GEOGRAPHY TEACHERS

This study explores how e-professional development programs can improve the technology skills of primary school geography teachers given the paced changes happening in education today and the growing importance of technology, in schools. The sample of the study consisted of 223 geography supervisors (educational supervisors), and geography curriculum coordinators, from the Ministry of Education located in Jordan who oversee teachers and offer technical assistance and professional advice. The data of the study were collected using a questionnaire after ensuring its validity and reliability. The results of the study showed that although primary school geography teachers have some abilities, in utilizing technologies there are noticeable deficiencies in more advanced digital skills. This suggests that existing training programs may not adequately cater to the requirements of these educators. Moreover, the research emphasizes shortcomings in teachers' proficiency in fields like digital research, design and handling tools which create obstacles, to using technology effectively in their classrooms and detrimentally affect students' educational experiences. The study suggests making changes to development programs by focusing on improving practical skills and hands on training opportunities, for educators. This will help teachers apply their knowledge in real classroom settings effectively. By enhancing the training materials comprehensively educators can better cater to their students’ needs leading to improved standards and academic achievements. Moreover, the study recommends that professional development programs integrate personalized training tracks that cater to the various technological skills of teachers. Tailoring these programs to address specific areas of weakness in teachers' digital skills will ensure more proficient learning experiences. Furthermore, the research advocates for continuous support for teachers, through follow-up workshops and digital resources, to ensure that technology integration is sustained in the classroom. Emphasis should also be placed on fostering a collaborative community where teachers can share knowledge and strategies on using technology in teaching geography effectively. By implementing these suggestions, teachers will not only improve their technological proficiency but will also be better equipped to prepare students for the demands of a rapidly evolving digital world.