Integrating New Technologies and Innovative Practices in Primary Education: Challenges and Opportunities

This doctoral research proposal examines how teacher readiness and school conditions shape the pedagogical use of new technologies in primary education. The empirical focus will be collabora-tive problem-solving through block-based educational robotics simulations, with teacher-controlled adaptation of task difficulty and scaffolding. An explanatory sequential mixed-methods strand will combine a teacher survey on digital self-efficacy, work-related stress and integration practices with follow-up interviews that explain the quantitative patterns. This strand will inform co-design and a feasibility pilot, followed by a comparative implementation across schools and two upper-primary grades, with delayed follow-up. Constructivism and social constructivism provide the pedagogical foundation; TPACK and SAMR serve as complementary technology-integration lenses. The intend-ed contribution is a testable process model linking teacher readiness, implementation quality and student outcomes, together with a transparent protocol for adapting learning activities. The paper reports a research plan; no intervention results or validated system are presented.