الفهرس 
Background and problemOnly 14 pages are availabe for public view
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Abstract
The 21st century has seen the emergence of technology in education, inspiring citizens to acquire the challenging skills needed for lifelong learning. Google apps and networking are examples of these skills that are essential for the professional development of primary English teachers as a means of education and social change. However, most EFL teachers have difficulty in developing their skills due to the domineering exam-oriented system and the nature of old teaching strategies which are strongly related to teacher-centered approach.
EFL primary stage teachers lack opportunities to develop awareness, concepts, and practices of performance issues. Therefore, the present study aimed to investigate the impact of using a connectivism-based program using Google Classroom for developing teachers’ performance.
Research Questions
In order to investigate the problem, the present study attempted to answer the following main question:
What is the effect of implementing connectivism theory for developing EFL primary stage teachers’ professional performance?
The following questions were derived from the main question:
1- What are the needs of EFL primary stage teachers in light of the 21st century requirements?
2- What are the characteristics of a program based on connectivism to develop EFL Teachers’ performance?
3- What is the effect of the suggested program on developing EFL primary stage teachers’ performance?
Hypotheses
To investigate the research problem, the study tested the following hypotheses.
1- There is a statistically significant difference (P ≤ 0.05) between the mean scores of the research group on the pre and post-test / Part 1: Using Teaching Aids Online, in favor of the post-test.
2- There is a statistically significant difference (P ≤ 0.05) between the mean scores of the research group on the pre and post-test / Part 2: Online Classroom Management, in favor of the post-test.
3- There is a statistically significant difference (P ≤ 0.05) between the mean scores of the research group on the pre and post-test / Part 3: Teaching Language Skills Online, in favor of the post-test.
4- There is a statistically significant difference (P ≤ 0.05) between the mean scores of the research group on the pre and post-test in the overall professional development, in favor of the post-test.
This study used a one group pre/post-test design as well as a mixed research method that performed quantitative and qualitative assessments. This design was adopted for the purpose of investigating the development of the teachers’ performance before and after the treatment of the study program.
One class of intact group of EFL elementary school teachers (N-30) was enrolled in the study. They are teachers at schools in the New Cairo Education District. Their ages ranged from 30 to 55 years old. They have been teaching for 15 years.
The following instruments were designed and used in this study:
pre/post professional development test
rubric to assess the test results
unstructured online observation
Limitations of the Research
The researcher encountered some difficulties during the experimentation process and tried to solve them.
As for the teachers’ awareness of connectivism theory, they had no idea about theorization of teaching, as they used to follow a teacher’s guide based on old fashioned strategies. Thus, there was an introductory session to increase teachers’ awareness of the theory, using technology and using online contexts such as “Google Classroom” and strategies such as flipped learning.
In the beginning, teachers were reluctant to use technological devices across online contexts. Hence, it was necessary to engage them in online collaborative groups to play different roles in practicing different activities.
It was difficult for teachers to plan online lessons, so, the researcher supported them to plan, involve their material in online contexts (Google Classroom) and acquire teaching skills.
Online assessment also had to be conceptualized, performed, and practiced throughout the sessions.