Distance Education among Italian Teachers: Differences and Experiences

The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies...

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Vydáno v:Education and information technologies Ročník 27; číslo 7; s. 9263 - 9292
Hlavní autoři: Menabò, Laura, Skrzypiec, Grace, Sansavini, Alessandra, Brighi, Antonella, Guarini, Annalisa
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.08.2022
Springer
Springer Nature B.V
Témata:
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
COVID-19
Distance Education
Distance learning
Education
Educational Technology
Elementary education
Elementary School Teachers
Foreign Countries
Humanities
Individual Differences
Information Systems Applications (incl.Internet)
Mixed methods research
Nontraditional Education
Pandemics
Preservice Teachers
Secondary School Teachers
Self Efficacy
Teacher attitudes
Teacher education
Teachers
Teaching
Teaching Experience
Technology Acceptance Model
Technology Integration
Technology Uses in Education
User Interfaces and Human Computer Interaction
Web Based Instruction
Italy
Primary school teachers
COVID-19
Distance education
Pre-service teachers
Secondary school teachers
Mixed-method
ISSN:1360-2357, 1573-7608
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Abstract The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies have investigated personal experiences related to distance education among a large sample of teachers. To address these gaps, the present mixed-method study sought to examine whether factors promoting distance education varied among Italian teachers of different grade levels and subjects. A further aim was to explore experiences of teachers using distance education. The sample involved 357 Italian teachers and preservice teachers who completed an online questionnaire during the COVID-19 pandemic that also contained open-ended questions. Findings indicated that teaching self-efficacy was greater in pre-service and primary teachers, while facilitating conditions were greater in humanities and science secondary teachers. The perceived ease of use of technology and technology for pedagogy skills were more pronounced among science secondary teachers. Advanced technology skills were lower in humanities secondary teachers while the behavioural intention to use technology was greatest among pre-service teachers. Four themes emerged from the qualitative study of teachers’ insights. These included positive and negative aspects of using technology, the relationship with students, the versatility of distance education, and the quality of lessons. This study underscores the need to address training based on different teachers’ grade levels and subjects, and to focus on the emerging themes to better integrate the use of technology in schools.
AbstractList The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies have investigated personal experiences related to distance education among a large sample of teachers. To address these gaps, the present mixed-method study sought to examine whether factors promoting distance education varied among Italian teachers of different grade levels and subjects. A further aim was to explore experiences of teachers using distance education. The sample involved 357 Italian teachers and preservice teachers who completed an online questionnaire during the COVID-19 pandemic that also contained open-ended questions. Findings indicated that teaching self-efficacy was greater in pre-service and primary teachers, while facilitating conditions were greater in humanities and science secondary teachers. The perceived ease of use of technology and technology for pedagogy skills were more pronounced among science secondary teachers. Advanced technology skills were lower in humanities secondary teachers while the behavioural intention to use technology was greatest among pre-service teachers. Four themes emerged from the qualitative study of teachers' insights. These included positive and negative aspects of using technology, the relationship with students, the versatility of distance education, and the quality of lessons. This study underscores the need to address training based on different teachers' grade levels and subjects, and to focus on the emerging themes to better integrate the use of technology in schools.
The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies have investigated personal experiences related to distance education among a large sample of teachers. To address these gaps, the present mixed-method study sought to examine whether factors promoting distance education varied among Italian teachers of different grade levels and subjects. A further aim was to explore experiences of teachers using distance education. The sample involved 357 Italian teachers and preservice teachers who completed an online questionnaire during the COVID-19 pandemic that also contained open-ended questions. Findings indicated that teaching self-efficacy was greater in pre-service and primary teachers, while facilitating conditions were greater in humanities and science secondary teachers. The perceived ease of use of technology and technology for pedagogy skills were more pronounced among science secondary teachers. Advanced technology skills were lower in humanities secondary teachers while the behavioural intention to use technology was greatest among pre-service teachers. Four themes emerged from the qualitative study of teachers' insights. These included positive and negative aspects of using technology, the relationship with students, the versatility of distance education, and the quality of lessons. This study underscores the need to address training based on different teachers' grade levels and subjects, and to focus on the emerging themes to better integrate the use of technology in schools.The successful integration of technology in teaching is a key component of education. Although prior research highlighted factors fostering the use of technology by teachers, few studies focused on whether these factors vary among teachers of different grade levels and subjects. Moreover, no studies have investigated personal experiences related to distance education among a large sample of teachers. To address these gaps, the present mixed-method study sought to examine whether factors promoting distance education varied among Italian teachers of different grade levels and subjects. A further aim was to explore experiences of teachers using distance education. The sample involved 357 Italian teachers and preservice teachers who completed an online questionnaire during the COVID-19 pandemic that also contained open-ended questions. Findings indicated that teaching self-efficacy was greater in pre-service and primary teachers, while facilitating conditions were greater in humanities and science secondary teachers. The perceived ease of use of technology and technology for pedagogy skills were more pronounced among science secondary teachers. Advanced technology skills were lower in humanities secondary teachers while the behavioural intention to use technology was greatest among pre-service teachers. Four themes emerged from the qualitative study of teachers' insights. These included positive and negative aspects of using technology, the relationship with students, the versatility of distance education, and the quality of lessons. This study underscores the need to address training based on different teachers' grade levels and subjects, and to focus on the emerging themes to better integrate the use of technology in schools.
Audience Higher Education
Postsecondary Education
Elementary Education
Secondary Education
Academic
Author Menabò, Laura
Sansavini, Alessandra
Brighi, Antonella
Skrzypiec, Grace
Guarini, Annalisa
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  organization: Department of Psychology “Renzo Canestrari”, University of Bologna
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  givenname: Grace
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  surname: Skrzypiec
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  givenname: Alessandra
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  surname: Sansavini
  fullname: Sansavini, Alessandra
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  givenname: Antonella
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  surname: Guarini
  fullname: Guarini, Annalisa
  organization: Department of Psychology “Renzo Canestrari”, University of Bologna
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CitedBy_id crossref_primary_10_3390_educsci12090600
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crossref_primary_10_21432_cjlt28610
crossref_primary_10_3390_educsci13030243
crossref_primary_10_3390_su15043569
crossref_primary_10_3390_educsci15070855
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Issue 7
Keywords Primary school teachers
COVID-19
Distance education
Pre-service teachers
Secondary school teachers
Mixed-method
Language English
License The Author(s) 2022.
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PublicationSubtitle The Official Journal of the IFIP Technical Committee on Education
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SubjectTerms Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
COVID-19
Distance Education
Distance learning
Education
Educational Technology
Elementary education
Elementary School Teachers
Foreign Countries
Humanities
Individual Differences
Information Systems Applications (incl.Internet)
Mixed methods research
Nontraditional Education
Pandemics
Preservice Teachers
Secondary School Teachers
Self Efficacy
Teacher attitudes
Teacher education
Teachers
Teaching
Teaching Experience
Technology Acceptance Model
Technology Integration
Technology Uses in Education
User Interfaces and Human Computer Interaction
Web Based Instruction
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