Determining the perceptions of pre-service teachers on technology-based learning during the Covid-19 process: a latent class analysis approach

Abstract

In the study, latent class analysis (LCA) was used to determine the unobserved structures and the subpopulations of pre-service teachers' technology-based learning behaviours. According to LCA results, three latent classes were obtained. These classes are labelled as Class-1: "High-Level Technology Perception", Class-2: "Low-Level Technology Perception", Class-3: "Intermediate-Level Technology Perception". When Class-1(Reference Group) and Class-2 were compared, it was observed that the covariates of "gender" and "the Covid-19 pandemic affecting learning motivation" did not have a significant effect on Class-2. It has been determined that pre-service teachers who are older, studying in the 4th grade, using the Internet for more than 8 h a day, have advanced computer skills and have advanced technology-based learning experience are less likely to be in Class-2. In addition, in the study, while self-directed learning with technology was associated with preservice teachers' attitudes towards online teaching in the Covid-19 period and class membership, the fear of Covid-19 was not associated with latent class membership.

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

“…Teaching during the COVID-19 lockdowns in many cases was accompanied by sudden and continuous uncertainty, changes of academic routine, disconnect, loneliness, difficulty communicating, stress, economic recession, and detriment to personal gain (Basaran & Yalman, 2022;Ritonga et al, 2022). Although there have been previous attempts at distance learning, COVID-19 lockdowns have created a new state of emergency.…”

“…Each of these factors alone and all of them combined, diminish the ability of lecturers to teach in a way that promotes SEL (Kamei & Harriott, 2021;Oyarzun et al, 2021;Schmidt-Crawford et al, 2021;Zieher et al, 2021). These considerable interferences that emerged during the COVID-19 lockdowns often disrupted student routine, impeded social interaction, and negatively affected their psycho-social health (Basaran & Yalman, 2022;Schmidt-Crawford et al, 2021).…”

“…Students were not the only ones who were affected by COVID-19 lockdowns and emergency remote education . Lecturers and other professional people were not immune to the effects of the pandemic (Basaran & Yalman, 2022). The education process they were used to in face-to-face encounters were exchanged with online classes and the demand for lecturers to use digital technology in their teaching arose (Basaran & Yalman, 2022;Nikolopoulou, 2022).…”

“…Lecturers and other professional people were not immune to the effects of the pandemic (Basaran & Yalman, 2022). The education process they were used to in face-to-face encounters were exchanged with online classes and the demand for lecturers to use digital technology in their teaching arose (Basaran & Yalman, 2022;Nikolopoulou, 2022). In addition, lecturers were requested to instill in their students a sense of stability even though there was no stability in their daily life.…”

Use of Ict in Teaching and Learning in Second Cycle Institutions: Understanding the Technological Aspect of the Tpack Model

“…Nations around the globe, with Ghana as no exception, have recognized the fundamental role Information Communication Technology (ICT) is playing in all facets of human endeavour, of which education forms a part (Lidstrom & Hemmingsson, 2014;Ghavifekr et al, 2016;Bariu, 2020;Adarkwa, 2021). Its relevance has become even more pronounced in the wake of the Covid-19 pandemic, where most educational institutions have had to find ways of engaging their students from home (Agyei, 2021;Karakostantaki & Stavrianos, 2021;Basaran & Yalman, 2022). Integrating technology in education plays an important role in helping teachers enhance educational development and increase their technical dexterity.…”