The COVID19-Pandemic has forced educators to transform their lessons into online versions in a short period of time. This study compares teachers' perception regarding their online teaching expectations (prior to the transition to remote teaching) and experiences (after a month of online teaching). Two surveys were completed by 200 Dutch teachers. Results demonstrated a significant change in the perception of teachers regarding their resolutions to implement technology in their lessons in a post-corona era. In this regard, teachers' gender and prior experiences with the use of ICT seem to play a small role. Findings of this study provide implications for the professionalisation of teachers, such as characteristics of teachers and intentions to implement technology in teaching, as well as experienced positive and negative aspects of online teaching. Future research should focus on constructing and testing educational design principles for effective professionalisation of teachers in adopting technology in their educational practices.

The COVID-19 pandemic led to an accelerated implementation of digital solutions, such as online proctoring. In this paper we discuss how the use of an ethical matrix may influence the way in which digital solutions are applied. To initiate an ethical discussion, we conducted an online workshop with educators, examiners, controllers, and students to identify risks and opportunities of online proctoring for various stakeholders. We used the Ethical Matrix to structure the meeting. We compared the outcome of the workshop with the outcomes of a proctoring software pilot by examiners. We found that the two approaches led to complementary implementation criteria. The ethical session was less focused on making things work and more on transparency about conditions, processes, and rights. The ethical session also concentrated more on the values of all involved rather than on fraud detection effectiveness.