Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

Abstract

Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.

Embracing educational resilience: A retrospective analysis of the impact of emergency remote teaching on programming students in-pandemic

“…In another work, the authors of [32] reports a quantitative study of 735 K-12 teachers in Israel, exploring the factors that contribute to their sense of success and self-efficacy for integrating technology in ERT. The research uses decision-tree models to reveal the influence of experience, emotional difficulties, leadership roles, and subject domains on teachers' outcomes.…”

Teachers’ Self-Efficacy and Attitudes towards the Use of Information Technology in Classrooms

“…Studies have shown that the competence of teachers in the field of information technology is a key factor in the effective use of ICT in the classroom [42,43]. Hershkovitz [44] explored the factors contributing to a sense of success and self-efficacy in integrating technology in teaching following the experience of teaching during COVID-19. Afari et al [45] measured the association between the ICT self-efficacy of teachers and pre-service teachers' intentions to use technology.…”

Implementing digital neuroscience in special-needs-teacher education: exploring student-teachers’ multifaceted learning outcomes related to teaching children with neurodevelopmental disorders

“…As such, the integration of digital technologies into schools and academia required the development of a new pedagogy in teacher education (Koehler and Mishra, 2008), which then could be adapted to suit the various content disciplines (Cui and Zhang, 2021). Recently, this need for a unique pedagogy became even more urgent, as the world coped with the transition to digital teaching due to the COVID-19 pandemic (Ching and Roberts, 2020;Frei-Landau et al, 2022a;Muchnick-Rozanov et al, 2022b;Hershkovitz et al, 2023). Although digital learning and neuroeducation have been explored separately, the use of digital educational neuroscience-particularly in the context of special education-has yet to be addressed.…”