Teachers’ Perceptions of Educational Applications in the Development of Critical and Creative Skills of Children in Primary Education (Grades I–III)

Iljazi, Agron; Husejini, Verona; Rexhepi Iljazi, Jehona

doi:10.69648/JGXO3318

1 University of Tetova, Faculty of Pedagogy, Tetovo, North Macedonia

2 University of Tetova, Tetova, North Macedonia

3 University of Tetova, Faculty of Philology, Tetovo, North Macedonia

IJEP Cilt 7, Sayı 1, ss. 1-14 Yayın: 1 Temmuz 2026 DOI https://doi.org/10.69648/JGXO3318

Bu makaleyi bulun:

Özet

Educational applications are increasingly used in primary education, yet their pedagogical value depends on how teachers select, integrate, and guide their use. This study examined teachers’ perceptions of the relationship between educational applications and the development of critical and creative skills among children in Grades I–III. A quantitative correlational design was applied with a sample of 100 lower primary school teachers from different school contexts, including urban and rural environments. Data were collected through a structured teacher questionnaire and analyzed using descriptive statistics and Pearson’s correlation coefficient. The findings show statistically significant positive associations between teachers’ reported use of educational applications and their perceptions of students’ critical thinking (r = .475, p < .001), creativity (r = .738, p < .001), classroom engagement (r = .626, p < .001), and performance in tasks requiring critical and creative thinking (r = .514, p < .001). Teacher professional preparation and institutional support were also positively associated with perceived effectiveness of application use (r = .562, p < .001), while teaching experience showed a moderate positive relationship with strategic integration of applications (r = .461, p < .001). The study concludes that educational applications are perceived by teachers as supportive tools for higher-order thinking when used intentionally; however, the findings should be interpreted as perceived associations rather than direct evidence of impact. Recommendations include continuous teacher training, careful selection of applications aligned with learning objectives, and stronger institutional support for meaningful digital learning.

Kaynaklar

Amrina, Z., Alfino, J., Sari, S. G., & Hahsa, N. H. (2024). Analysis of critical thinking, creative thinking and problem solving skills on elementary school students: A descriptive correlation study. https://doi.org/10.23960/jpmipa/v25i2.pp784-791
Pendidikan MIPA, 25(2), 784–791. https://doi.org/10.23960/jpmipa/v25i2.pp784-791
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, Article 2. https://doi.org/10.1186/s41239-019-0176-8
Chusni, M. M., Saputro, S., Suranto, & Rahardjo, S. B. (2021). Student’s critical thinking skills throughdiscovery learning model using e-learning on environmental change subject matter. European Journalof Educational Research, 10(3), 1123–1135. https://doi.org/10.12973/eu-jer.10.3.1123
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472. https://doi. org/10.1007/s11423-020-09767-4 https://doi.org/10.1007/s11423-020-09767-4
Global Education Monitoring Report Team. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? UNESCO. https://doi.org/10.54676/UZQV8501
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi .org/10.1016/j.susoc.2022.05.004 https://doi.org/10.1016/j.susoc.2022.05.004
Jonassen, D. H. (2008). Meaningful learning with technology (3rd ed.). Pearson.
Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20–23.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
OECD. (2023). Supporting teachers to foster creativity and critical thinking: A professional learning framework. OECD Publishing.
OECD. (2024). PISA 2022 results (Volume III): Creative minds,schools. OECD Publishing. https://doi.org/10.1787/765ee8c2-en
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y.
Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The Technology Acceptance Model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. https://doi.org/10.1016/j.compedu.2018.09.009
Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard
University Press.

Yorumlar

Henüz yorum yok. Makale hakkındaki soru ve görüşlerinizi bekliyoruz.

[1] Amrina, Z., Alfino, J., Sari, S. G., & Hahsa, N. H. (2024). Analysis of critical thinking, creative thinking and problem solving skills on elementary school students: A descriptive correlation study. https://doi.org/10.23960/jpmipa/v25i2.pp784-791

[2] Pendidikan MIPA, 25(2), 784–791. https://doi.org/10.23960/jpmipa/v25i2.pp784-791

[3] Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, Article 2. https://doi.org/10.1186/s41239-019-0176-8

[4] Chusni, M. M., Saputro, S., Suranto, & Rahardjo, S. B. (2021). Student’s critical thinking skills throughdiscovery learning model using e-learning on environmental change subject matter. European Journalof Educational Research, 10(3), 1123–1135. https://doi.org/10.12973/eu-jer.10.3.1123

[5] Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472. https://doi. org/10.1007/s11423-020-09767-4 https://doi.org/10.1007/s11423-020-09767-4

[6] Global Education Monitoring Report Team. (2023). Global education monitoring report 2023: Technology in education: A tool on whose terms? UNESCO. https://doi.org/10.54676/UZQV8501

[7] Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi .org/10.1016/j.susoc.2022.05.004 https://doi.org/10.1016/j.susoc.2022.05.004

[8] Jonassen, D. H. (2008). Meaningful learning with technology (3rd ed.). Pearson.

[9] Kearsley, G., & Shneiderman, B. (1998). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20–23.

[10] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

[11] OECD. (2023). Supporting teachers to foster creativity and critical thinking: A professional learning framework. OECD Publishing.

[12] OECD. (2024). PISA 2022 results (Volume III): Creative minds,schools. OECD Publishing. https://doi.org/10.1787/765ee8c2-en

[13] Piaget, J. (1952). The origins of intelligence in children. International Universities Press.

[14] Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (Y.

[15] Punie, Ed.). Publications Office of the European Union. https://doi.org/10.2760/159770

[16] Scherer, R., Siddiq, F., & Tondeur, J. (2019). The Technology Acceptance Model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. https://doi.org/10.1016/j.compedu.2018.09.009

[17] Computers & Education, 128, 13–35. https://doi.org/10.1016/j.compedu.2018.09.009

[18] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard

[19] University Press.

Teachers’ Perceptions of Educational Applications in the Development of Critical and Creative Skills of Children in Primary Education (Grades I–III)

Özet

Anahtar kelimeler

Kaynaklar

Yorumlar