The educational integration of digital technologies preCovid-19: Lessons for teacher education

Berrocoso, Jesús Valverde; Sánchez, María Rosa Fernández; Domínguez, Francisco Ignacio Revuelta; Díaz, María José Sosa

doi:10.1371/journal.pone.0256283

Cited by 70 publications

(54 citation statements)

References 57 publications

(47 reference statements)

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“…Similarly, Scully et al (2021) contended that school leaders can influence the level of technology use in the classroom and stressed the need for more "professional learning opportunities focused on pedagogic aspects of digital competence" (p. 179) following the COVID-19 pandemic. Others (Valverde-Berrocoso et al, 2021) also emphasized the role of the ICT coordinators in training teachers to integrate technologies into teaching practices and adequately develop their digital competence.…”

Section: The Professional Aspect: Technological Training For Distance...mentioning

confidence: 99%

“…This study employed the approach to qualitative research to explore the enabling and inhibiting factors connected to distance learning from teachers' points of view. This was done according to the phenomenological paradigm that attempts to clarify the significance of social phenomena as reflected by those who experience them (Heidegger, 2005;van Manen & van Manen, 2021).…”

Section: The Current Studymentioning

confidence: 99%

“…As suggested by our empirical model and qualitative study, such programs should include routine training, and during the abrupt turn to DL -technical and emotional support. Such programs should focus attention on helping teachers acquire the skills necessary to successfully implement learner-centered practices in DL, thereby raising their self-efficacy regarding these processes (Koh et al, 2016;Scully et al, 2021;Tondeur et al, 2021;Valverde-Berrocoso et al, 2021;Vongkulluksn et al, 2018). This may serve as a catalyst for teacher' DL attitudinal change (González-Sanmamed et al, 2017;Guillén-Gámez & Mayorga-Fernández, 2020;Semerci & Aydin, 2018;Wasserman & Migdal, 2019), and consequently their actual DL pedagogical practices.…”

Section: Practical Aspectmentioning

confidence: 99%

“…Reports that were compiled in the wake of the new situation testified that the educational system was unprepared to deal with rapid changes in teaching methods in Israel and throughout the world (Marshall & Wolanskyj-Spinner, 2020;OECD, 2020;Sintema, 2020). One of the main problems created due to continuous distance learning was teachers' inability to conduct distance learning based on the principle of lifelong learning that emphasizes developing skills (Burgess & Sievertsen, 2020;Valverde-Berrocoso et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…These aspects are considered valuable in moving teachers toward integrating technology into their constructivist teaching practices (Alt, 2018;Miller et al, 2017). Based on previous studies, Professional Development (PD) programs might spur teachers' confidence to design technology-enabled teaching-learning practices, and their efficacy to integrate technology into their teaching practices (Koh et al, 2016;Scully et al, 2021;Tondeur et al, 2021;Valverde-Berrocoso et al, 2021;Vongkulluksn et al, 2018). Moreover, such programs may facilitate a change in teachers' attitudes toward the implementation of technology-enabled practices (González-Sanmamed et al, 2017;Guillén-Gámez & Mayorga-Fernández, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Professional and psychological precursors of instructional approaches used in distance learning during COVID-19

Alt

2022

Curr Psychol

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The current study addresses two antecedents that may serve to explain teachers' online instructional practices during the COVID-19 pandemic: first, the professional aspect that deals with suitable training of teachers and school support for distance learning, and second, informed by the professional aspect, the personal (psychological) aspect that discusses the self-efficacy and attitudes of teachers toward distance learning. A mixed-methods design was employed by collecting data from 327 Israeli schoolteachers. A phenomenological paradigm was used to enrich the information from the point of view of teachers who experienced the transition to distance learning. The empirical model included three aspects connected to distance learning: the professional, personal (psychological), and pedagogical-practical. The professional level included training and school support for distance learning. The personal level referred to teachers' perception of their efficacy to use technology for distance learning and their attitudes toward incorporating technology in teaching. The practical aspect comprised actual teaching methods that teachers used during distance learning. The results of the quantitative data analysis revealed that teachers' perceived efficacy to deploy competency-based learning strategies exceeded their actual use of such activities during the crisis. In practice, they maintained classroom discipline rather than enhancing collaborative practices, according to their report. The current study indicates that teachers' perceived ability to deploy distance learning activities might play a central role in explaining actual online instructional activities used during the crisis. This psychological aspect can be nurtured by appropriate professional training and technical and emotional support. Based on both quantitative and qualitative analyses, appropriate preparations are suggested to provide teachers with technical, pedagogical, and emotional support during times of crisis.

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Section: The Professional Aspect: Technological Training For Distance...mentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%