Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions

This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influ...

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Vydáno v:Cogent education Ročník 8; číslo 1
Hlavní autoři: Christopoulos, Athanasios, Sprangers, Pieter
Médium: Journal Article
Jazyk:angličtina
Vydáno: Abingdon Cogent 01.01.2021
Cogent OA
Taylor & Francis Ltd
Taylor & Francis Group
Témata:
Coronaviruses
COVID-19
Distance Education
Educational Objectives
Educational research
Educational Technology
Electronic Learning
Elementary School Teachers
Game Based Learning
gamification
Information Technology
Instructional Design
Intelligent Tutoring Systems
Learning
mathematics education
Mathematics Instruction
Pandemics
primary school
Secondary Education
secondary school
Secondary School Teachers
Technology Integration
Technology-enhanced learning
ISSN:2331-186X, 2331-186X
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Shrnutí:This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers' (n = 15) and students' (n = 335) perspectives on ICT integration for mathematics instruction were identified and analyzed from the perspective of different contexts (school vs home) and circumstances (in-person vs remote learning). Although we acknowledge the need for immediate decisions by educational stakeholders to facilitate online learning, our findings indicate the necessity of (a) careful examination of the features of potential platforms or tools and (b) a trial of such features prior to integration within an educational system. From an instructional design perspective, educational technologists should pay special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement. Where possible, the integration of technology should be driven by pedagogical goals and not technological pressures.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2021.1964690