Exploring Primary School Teachers’ Intention to Use E-Learning Tools during the COVID-19 Pandemic

Abstract

It is commonly accepted that the COVID-19 pandemic has had a crucial effect on many aspects of people’s lives. The limitations placed on human relations have also affected education. The mandatory implementation of e-learning and the use of the information and communication technology tools in the teaching process have been the most important changes at all educational levels. However, the teaching staff plays a key role in every educational change. In this study, we examined the intention of elementary school teachers to use an e-learning platform. Our findings are consistent with those of previous studies, which have found that teaching skills, teachers’ beliefs, and the appropriate infrastructure are all critical factors for the successful implementation of information technology in the educational process.

Diffusion of the Information and Communication Technologies in Education, Perspectives and Limitations

“…Cohen and Ball (2006) believe that lack of motivation explains the lack of teachers' interest in the adoption and implementation of new technologies in the educational process. Michalakelis and Aivazidi (2021) concluded that the teachers' exhaustion and the resistance to innovation due to the stress caused by the "change" become barriers for the adoption of any innovation in education. Aivazidi and Michalakelis (2021) observed that the mandatory implementation of ICT does not lead to a high-level ICT adoption.…”

“…Michalakelis and Aivazidi (2021) concluded that the teachers' exhaustion and the resistance to innovation due to the stress caused by the "change" become barriers for the adoption of any innovation in education. Aivazidi and Michalakelis (2021) observed that the mandatory implementation of ICT does not lead to a high-level ICT adoption. Moreover, Jimmoyannis and Komis (2007) mentions that teachers are not convinced that ICT solely have a positive impact on the educational process and they believe that the extensive use of ICT can decrease students' social interaction.…”

“…As expected, the sudden mandatory implementation of ICT in education for the distance learning purposes became a challenge for teachers who also have a crucial role in the educational process. Of course, under the critical conditions of the Covid-19 period, teachers seem to use the technology, but this does not mean that they have adopted it (Aivazidi & Michalakelis, 2021). As Rogers has already proposed since 2003, we consider it is of utmost importance that teachers first understand the advantages of ICT use in education.…”

“…During the era of the Covid-19 pandemic, the use of ICT applications became mandatory. Nonetheless, recent studies by Aivazidi and Michalakelis (2021), Tkachuk et al (2021), and Amate et al (2021) found evidence that the implementation of various ICT applications, such as the use of e-class platforms and the use of computers, was not as wide as had been expected. Moreover, it is noteworthy that relevant studies identified teachers as the most important stakeholders with a critical role in the diffusion of ICT.…”

“…Nevertheless, Rogers mentioned that although many technologists expect that beneficial innovations, such as technology, will be spread easily and quickly, the rate of diffusion becomes disappointingly slow. Aivazidi and Michalakelis (2021) detected poor implementation of the ICT technology in primary education even during the period of the Covid pandemic. Although the adoption of the ICT became mandatory during that period, the use of e-learning available tools has been considered unexpectedly limited.…”