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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Shrnutí:	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.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	1360-2357 1573-7608
DOI:	10.1007/s10639-022-11008-5