Problematic Use of ICTs in Trainee Teachers during COVID-19: A Sex-Based Analysis

Abstract

The excessive use of ICTs is a growing problem among young people. The social isolation caused by COVID-19 can increase these inappropriate behaviour. This study aims at analysing the problematic use of ICTs in trainee teachers based on the gender variable before and after the COVID-19 lockdown based on the gender variable. A longitudinal panel design was carried out with pre-test and post-test measurements based on the gender variable. The sample consisted of 147 students from the Faculty of Education at the University of Malaga who were tested using a validated instrument: MULTICAGE-TIC. The results show that women used ICTs at a higher risk than men before lockdown, except for video games. During lockdown, men obtain higher scores than women in all the analysed ICTs (except for mobile phones). Both genders reach dependency level in all ICTs except for video games in women. The significant increase in all ICTs shows that the effects of the pandemic, such as restrictions on mobility and social interaction, have influenced such growth.

Smartphone Addiction and Depression among Low-Income Boys since COVID-19: The Moderating Effect of Being an Only Child

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“…Smartphone addiction is a common but growing issue among adolescents in South Korea [9], and studies in that country and others have shown that smartphone addiction and/or problematic smartphone use have increased among adolescents and adults since the COVID-19 pandemic [1,2,11,16,17]. South Korean fourth graders were more prone to smartphone addiction before COVID-19 than during [1].…”

“…Since COVID-19, middle and high school students have been less likely to meet their friends in person due to the risk of spreading coronavirus. Along with the reduced frequency of meeting with friends in person and the emergence of online classes since COVID-19, students may be more likely to become addicted to using their smartphone [1,2,11,16,17]. With reduced in person contact, they tend to be more isolated, leading to increased risk of depression.…”

Teachers’ Opinion About Collaborative Virtual Walls and Massive Open Online Course During the COVID-19 Pandemic

“…Today, the planning, organization and updating of the courses with the support of technology have great relevance due to the emergence of the COVID-19 pandemic (Beneria et al, 2020;Bergsman & Chudler, 2021;Chandrasinghe et al, 2020;Colomo-Magaña et al, 2021). In particular, teachers design new school activities under the distance modality in order to facilitate the learning process (Daniel, 2020;Guo & Zhang, 2017;Zuo et al, 2021).…”

Selected Papers from 7th International Forum on Teacher Education - IFTE 2021: “Teacher Education: New Challenges and Goals”

“…These 12 articles are related to online learning, mathematics education, digital technology, and science teacher education. Recent research shows that the outbreak of COVID-19 pandemic disrupted traditional forms of teaching and learning that is centered on in-class instruction (Colomo Magaña et al, 2021;Eleftheriadi et al, 2021;Maphosa, 2021;Murphy et al, 2020;Rogayan et al, 2021;Tabassum et al, 2021;Tesfamicael & Ayalew, 2021;Tseng & Chen, 2020). Student perceptions, preferences, and emotional responses have shifted with the transition to a virtual learning environment.…”