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This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge during a 7-month professional development program to integrate technology into classroom practice. The program was collaborative and non-prescriptive; teachers worked on self-chosen summer projects with flexible support from a university-based partner. A descriptive multicase study tracked teachers' learning progressions through interviews, surveys, digital artifacts, and researchers' notes and memos and found that teachers developed varying degrees of TPACK. Analyses distilled six initial TPACK learning trajectories.

Learning with technology during primary school years will equip students with dispositions to continue learning with evolving technology throughout their lifetime and it is the responsibility of the teacher to develop this digital competence (DC) in the classroom. The aim of this research was to investigate Maltese primary class teachers’ DC and to recommend new training on technology integration in teaching practices. Semi-structured individual interviews with 26 primary teachers (23 females and three males) and the teaching material used in the classroom were the sources of data in this study. Directed content analysis was applied, where a new area in DC,the creation of modes of communication, was revealed. Recommendations for teacher training in the areas of DC are suggested. [ABSTRACT FROM PUBLISHER]