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Technology-enabled Professional Development of Teachers: A Systematic Review of Utilisation, Benefits, Challenges and Best Practices
Abstract
This paper presents a review on the use of technology in promoting teacher professional development in relation to its utilisation, benefits, challenges, and best practices. Lack of systematic analysis on these aspects within the literature prompted the need for this review. A systematic review technique was applied, and 47 studies published between 2010 and 2025 from various countries were selected from different databases for detailed analysis. These studies focused on in-service school professional development and higher education teachers. The findings highlight that teachers use digital tools, platforms and materials, such as smartphones, computers, laptops, Artificial Intelligence tools (like ChatGPT), Learning Management Systems, webinars, social media communities, Open Educational Resources, and multimedia for professional development. They found several benefits to the use of technology for their professional development, such as its flexibility, eliminating geographical boundaries, easy resource availability, time saving, extending professional networks, and improving digital skills. However, lack of digital devices, limited digital skills, poor internet connections, insufficient interaction, inadequate institutional support, concerns about AI accuracy, and plagiarism were found to be challenges. Best practices include receiving governmental and institutional support, designing user-friendly platforms, encouraging effective collaboration, considering participants' psychological factors, and conducting follow-up studies to gauge its effectiveness. The results of this systematic review should assist stakeholders in addressing these limitations and using technology more effectively.
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Adobe PDF, 563.13 KB
Date
2026-03-11
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Commonwealth of Learning (COL)