Teachers’ Technology Integration and Distance Learning Adoption Amidst the Covid-19 Crisis: A Reflection for the Optimistic Future

Abstract

All of a sudden, teachers and students around the globe have to deal with distance learning amidst the coronavirus disease 2019 (COVID-19) crisis. It is becoming increasingly important to understand teachers' technology integration and distance learning adoption after a sudden implementation of the working-fromhome policy as a precaution towards the further transmission of the virus. The present study examines the issues particularly regarding the used technologies, the process of distance learning, and the teachers' distance learning adoption levels. This study was conducted using an online survey involving 572 teachers in Indonesia. The results reveal that teachers tend to use devices and applications for remote instruction that already they used for daily life, and global applications are more likely chosen by teachers for managing virtual classrooms rather than the local ones. The teachers stand on an enhancement level of technology integration thus yet integrate technology as a transformation of learning. Most teachers have immediately prepared for teaching remotely when the working-from-home policy has been implemented so that they can be categorised as early adopters of distance learning. Teachers' agility in adopting distance learning during the crisis raises an optimistic signal to effectively adapt and adopt remote instruction to formal school environments in the future. Since the current study has only examined teachers in one country regardless of teaching subjects and school levels, a cross-national study on a specific subject and school level is needed in the next study.

Online language learning in times of crisis: Hindrance or opportunity?

“…Hence, in online teaching, the already prepared course material with the right infrastructure might lend itself to education as effectively as in face-to-face (Al-Azawi, 2021). Agility is a skill that stands out in this planning process for the ERT (Rahmadi, 2021). In the present study, one of the concerns raised by the participants was related to the good planning of the courses in general.…”

University Students’ Attitudes towards using the Nearpod Application in Distance Learning

“…He should ensure that all students are present from the beginning of the virtual classroom lesson and try to help the students who face problems with entering the virtual classroom or encounter problems with the sound or images presented during the lesson. He is also required to motivate students to communicate with each other through the available discussion forums for the course, to exchange ideas, provide assistance and feedback or through creating a WhatsApp group to achieve the aims and purposes of the lesson (Rahmadi, 2021).…”

“…The highly effective e-learning tools and applications provided by distance learning environments, such as the Nearpod application, have helped teachers to provide integrative and interactive reinforcements that allow students to study at all times and work at their own pace, allow teachers to offer a flexible schedule available anywhere, and help them in promoting the virtual learning environment in light of distance learning. The idea of learning has become dependent on internet connectivity and students can attend classes using their devices such as computers and tablets (Rahmadi, 2021;Tiba & Condy, 2021).…”

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“…Studies on optimism in the context of education are typically linked to online learning or a specific subject. Rahmadi (2021), for example, did a study on online learning that teachers and students have to deal amidst the pandemic. The study involved 572 Indonesian teachers as the respondents.…”