Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Starkey, Anne; Shonfeld, M; Prestridge, S; Cervera, MG

doi:10.26686/wgtn.14109866

Cited by 10 publications

(15 citation statements)

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“…Various recommendations were made to develop an emergency response plan to prepare the education system for the future (Bokayev et al, 2021;Delcker & Ifenthaler, 2020;Ewing & Cooper, 2021;Palau et al, 2021). The types of preparation that can be done are the development of better infrastructure that allows all students to gain access to high technology; develop and support teacher competence in implementing online pedagogical practices; develop relevant student competencies to carry out individual and collaborative learning using digital technology; and the government provides policies and programs to develop teacher professionalism in the process of changing the education system (Starkey et al, 2021).…”

Section: Education During the Covid-19 Pandemicmentioning

confidence: 99%

“…The impact of the COVID-19 pandemic on education is an exciting study. Starkey et al (2021) summarize three major themes of issues studied by education experts: technology and digital equality, development of emergency response plans, and appreciation of the role of the teacher. Technological and digital inequalities are impacting the way teachers teach, and students learn at home.…”

Section: Introductionmentioning

confidence: 99%

“…Technological and digital inequalities are impacting the way teachers teach, and students learn at home. It can be identified that technological and digital inequalities are correlated with rural-urban disparities Starkey et al (2021), household socio-economic contexts (Greenhow et al, 2020;Scully et al, 2021), and cultural contexts such as restrictions on girls' access to the Internet (Khlaif et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Elementary teachers’s readiness to implement online learning during the covid-19 pandemic

Lidinillah

Robandi

Wahyudin

et al. 2021

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This study reveals the experience and readiness of elementary teachers to carry out online learning during the COVID-19 pandemic. Readiness includes technological, technical, and pedagogical readiness. Internet survey research has been conducted on 203 teachers consisting of 50 male teachers and 153 female teachers. The research instrument consists of two parts. The first part consists of 14 items of teacher teaching experience during the pandemic, one item about the obstacles experienced by teachers, 10 items about the devices used by teachers during the pandemic. The second part consists of 30 items on the technological readiness: technical (17 items) and pedagogical (13 items) of teachers to carry out online learning. The results of the study describe various experiences, obstacles, and the use of various devices in carrying out learning during the pandemic. Technological, technical, and pedagogical readiness of teachers tends to be high where the age of the teacher is significantly correlated with teacher readiness. Another finding is that gender is not a significant factor in teacher readiness.

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Section: Education During the Covid-19 Pandemicmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Elementary teachers’s readiness to implement online learning during the covid-19 pandemic

Lidinillah

Robandi

Wahyudin

et al. 2021

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“…Recent studies identified its benefits as well as challenges (Adedoyin & Soykan, 2020 [1]; Pham & Ho, 2020 [6]), student satisfaction with online learning (Alkhalilet. al., 2021) [2], the role of technology (Starkey, Shonfeld, Prestridge & Cervera, 2021) [7], e-learning review of literature (Sharin, 2021) [5], etc. Among theories adopted in the past studies are DeLone and McLean's Information Systems Success Model (Lin 2007) [8], Theory of Planned Behaviour (Lim, Seow& Lam, 2020) [9] and the Unified Theory of Acceptance and Use of Technology (UTAUT), combining both student-teacher in a single framework (Umrani-Khan & Iyer, 2009) [10].…”

Section: Problem Statementmentioning

confidence: 99%

A Sudden Screen Learning Student Acceptance Model (SSL)

Yusof¹,

Munir²,

Zolkaply³

et al. 2021

Int. j. eng. manag. res.

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COVID-19 pandemic has forced schools and academic institutions all over the world to shift to remote online learning overnight. This is the longest disruption to the traditional face-to-face (physical) classroom learning ever. As the shift was unexpected, many stakeholders including teachers, administrators, parents and the students themselves have to embrace the Sudden Screen Learning (SSL) with or without sufficient resources, strategy and plans. As a result of social distancing in order to curb the spread of the pandemic, some students struggled to catch up with online learning challenges as family incomes deteriorated. This research intended to investigate the factors that push private university students to accept and adopt the sudden, remote online learning by applying the UTAUT constructs namely Performance Expectancy (PE), Effort Expectancy (EE), Subjective Norms (SN) and Facilitating Conditions (FC), taking into account the students’ Learning Styles as well as the moderating effect of Trusting Beliefs. The expected outcomes of the research will provide useful insights to the school administrators and regulators in understanding students’ SSL actual usage behaviour, thus, devising effective e-curriculums that will adhere to the same or even better quality of education as an assurance to the future of the younger generations.

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“…They can make any communication through digital media which does play significant role, especially at this happening situation (Nurjanah, 2021) . Digital technologies provide teachers and students many features to collaborate, access materials, and have interactive learning (Prastikawati, 2020;Starkey et al, 2021). They may not be afraid of getting bored or not be able to study optimally.…”

Section: Introductionmentioning

confidence: 99%

Digital Training of Kinemaster Application for Learning Video: Perspectives From Kindergarten School Teachers

Makmuroh

2021

IJRE

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This study aims at finding out the kindergarten teachers’ perspectives after joining digital training of Kinesmaster application to create video of learning. This study focused on the perspectives on the digital training and the application itself. By working on description in explaining the data, this study applied descriptive qualitative design. 20 teachers of kindergarten participated in this study by selecting them randomly. To gain the data, open-ended questionnaire was given to the participants and semi-structured interview was conducted to gain deeper data. The data were analyzed by sorting the responses of each questions and then confirmed to the transcribed interview data. Based on the analysis result, it was revealed that digital training was responded positively. Most of the teachers felt good during the training. This training was also assumed to be able to improve their teaching performance and creativity. The use of Kinemaster application in the training also got good feedback. It is considered as a good, complete, and easy to use. Therefore, this training is expected to be able to make teachers meet their teaching goals.

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Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic

Abstract: No description supplied

Cited by 10 publications

References 0 publications

Elementary teachers’s readiness to implement online learning during the covid-19 pandemic

Elementary teachers’s readiness to implement online learning during the covid-19 pandemic

A Sudden Screen Learning Student Acceptance Model (SSL)

Digital Training of Kinemaster Application for Learning Video: Perspectives From Kindergarten School Teachers

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