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

Autor: Francisco Ignacio Revuelta Domínguez, María José Sosa-Díaz, María Rosa Fernández-Sánchez, Jesús Valverde-Berrocoso
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Male
Viral Diseases
Epidemiology
Social Sciences
Reflection
Experiential learning
Learning and Memory
Medical Conditions
Sociology
Medicine and Health Sciences
ComputingMilieux_COMPUTERSANDEDUCATION
Psychology
Computer Networks
Digital Technology
Multidisciplinary
Schools
Physics
Classical Mechanics
Middle Aged
Test (assessment)
Professions
Infectious Diseases
Scale (social sciences)
Physical Sciences
Telecommunications
Engineering and Technology
Educational Status
Medicine
Female
Information Technology
Research Article
Adult
Computer and Information Sciences
Science
Context (language use)
Education
Human Learning
Mathematics education
Learning
Humans
Closure (psychology)
Pandemics
Internet
business.industry
SARS-CoV-2
Cognitive Psychology
Information technology
Biology and Life Sciences
COVID-19
Teachers
Covid 19
Teacher Training
Teacher education
Information and Communications Technology
People and Places
Cognitive Science
Population Groupings
business
Neuroscience
Zdroj: PLoS ONE, Vol 16, Iss 8, p e0256283 (2021)
PLoS ONE
ISSN: 1932-6203
Popis: The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime.
Databáze: OpenAIRE
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