An adapted cascade model to scale primary school digital education curricular reforms and teacher professional development programs

• Published in: Education and information technologies Vol. 29; no. 9; pp. 10391 - 10436
• Main Authors: El-Hamamsy, Laila, Monnier, Emilie-Charlotte, Avry, Sunny, Chessel-Lazzarotto, Frédérique, Liégeois, Grégory, Bruno, Barbara, Zufferey, Jessica Dehler, Mondada, Francesco
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.06.2024; Springer Nature B.V
• Subjects: Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Curricula; Education; Education reform; Educational Technology; Elementary Schools; Elementary Secondary Education; Information Systems Applications (incl.Internet); Professional development; Teacher education; Teachers; Trainers; User Interfaces and Human Computer Interaction; Primary school; Educational change; Scalability; Professional development; Digital education; Curricular reform
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-023-12043-6

Many countries struggle to effectively introduce Digital Education (DE) to all K-12 students as they lack adequately trained teachers. While cascade models of in-service teacher-professional development (PD) can rapidly deploy PD-programs through multiple levels of trainers to reach all teachers, they suffer from many limitations and are often ineffective. We therefore propose an adapted cascade model to deploy a primary school DE teacher-PD program throughout an administrative region. The model relies on teacher-trainers who (i) are active teachers in the region, (ii) have a prolonged trainer-PD with experts who piloted the teacher-PD program to acquire adult-trainer and DE-related competences, and (iii) are supported by the experts throughout the deployment. To validate the deployment model we used data from 14 teacher-trainers, the 700 teachers they trained, and 350 teachers trained by experts. The teacher-trainer findings demonstrate that the adapted cascade model effectively addresses most cascade models’ limitations. The teacher-related findings further validate the adapted cascade model in terms of perception, motivation and adoption which are at least equivalent to those obtained with the experts. To conclude, the adapted cascade model is an effective means of spreading primary school DE PD-programs at a large scale and can be used in other DE reforms.