Intended use of educational technology after the COVID-19 pandemic

Callimaci, Antonello; Fortin, Anne

doi:10.1080/0309877x.2022.2079970

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…As educators, we want to encourage students to try out new tools and services, but we must also be cognisant of consistency of usage, pedagogical fit for purpose in the classroom, and cost-benefit analysis when contemplating using educational technology (Callimaci & Fortin, 2022). Callimaci and Fortin (2022) also address the ever-growing complexities of technology and its impact on educators, with educators often influenced by their co-workers' opinions and institutional directives resulting in a haphazard approach to the integration of technology. This becomes more complicated as our classrooms evolve, as witnessed during the COVID-19 pandemic, with face-to-face education being converted to emergency remote teaching-the emergency act of teaching to remote learners in pressing circumstances.…”

Section: Forming the Triple-s Frameworkmentioning

confidence: 99%

“…Part of this justification should always include the long-term potential use of technology, which is highly correlated with its ability to be overseen, serviced, updated, and maintained. While it may be expected that once universities return to more normal teaching modes after the pandemic, it is likely that educators will aim to keep current technology, while also engaging in face-to-face delivery (Callimaci & Fortin, 2022), presenting increasing complexities in the need for information support staff to manage.…”

Section: Serviceabilitymentioning

confidence: 99%

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The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

Moro

Mills

Phelps

et al. 2023

Int J Educ Technol High Educ

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Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions’ scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments. Graphical Abstract

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Section: Forming the Triple-s Frameworkmentioning

confidence: 99%

Section: Serviceabilitymentioning

confidence: 99%

The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

Moro

Mills

Phelps

et al. 2023

Int J Educ Technol High Educ

View full text Add to dashboard Cite

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Technology and Digital Learning Tools: Technology Education and Educational Technology

Doyle

2024

Contemporary Issues in Technology Education

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Teaching and learning in business schools post-pandemic: a digital future

Zizka,

Probst

2024

JIEB

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Purpose In 2018, a group of higher education institutions (HEIs) in Switzerland started discussing the future of education. With the COVID-19 pandemic, many of their initial ideas and solutions were tested in the unpredictable, emergency online setting. This study aims to use student and faculty member perceptions to outline the future of higher education. Design/methodology/approach This research is based on eight surveys from students and faculty members at one Swiss HEI in business studies. While many previous studies focus on one group or one moment in time, this study examines the future of business education from both perspectives and traces the responses throughout the pandemic. Findings Teaching and learning strategies and perceptions evolved during the COVID-19 pandemic. Nonetheless, despite the potential, many HEIs simply reverted to normal instead of adapting to the “new normal”. Conversely, some HEIs have continued using the same exercises and tools that were used in the emergency remote pandemic-mode, without adapting or reflecting on the current learning environment. Based on the findings, both students and faculty members have increased their interest and proficiency in using digital tools although the students remained more open toward the opportunities of digital teaching and learning. Originality/value Based on the results, this study offers a model for the future of education that HEIs could implement when moving forward, whether on campus or online.

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Intended use of educational technology after the COVID-19 pandemic

Cited by 5 publications

References 26 publications

The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

Technology and Digital Learning Tools: Technology Education and Educational Technology

Teaching and learning in business schools post-pandemic: a digital future

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