From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

Abstract

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

Teaching in Times of the COVID-19 Pandemic: A Pilot Study on Teachers’ Self-Esteem and Self-Efficacy in an Italian Sample

“…This may be explained by the teachers' lack of a clear range of strategies for interventions and management, which in turn may be explained by this never-before experienced situation of long-term online distance teaching. It seems that the teachers, lacking a clear representation of possible alternative teaching and relational strategies, failed to assess the potential solutions to this challenging teaching environment [26,27,[56][57][58]. Moreover, the data on scores on these self-related dimensions (self-esteem and self-efficacy for instructional strategies) points to a possible negative development, namely the failure to form positive and constructive coping responses and the inability to find possible active solutions to frustrating tasks or predicaments.…”

“…The current pandemic has given rise to a crisis that particularly involves the last aspect, which is the impact of digital technology on teachers' school practice. COVID-19 has once again highlighted the problematic relationship between teaching and new technologies, both in the international than in the national context [26,27].…”

“…For example, a study [28] on the professional well-being of Portuguese teachers showed that the pandemic has led to a shift in teachers' perception from fair positivity to concern about their professional future. Additionally, in the Italian context, this aspect of increasing technology use is emphasised on its influence on job satisfaction [26,27].…”

Evaluating of Digital Platforms Related Online Learning During Covid-19 Pandemic: Students' Satisfaction View

“…It can show the performance (Nasiri et al, 2020). The theme of technology acceptance in teacher practice is still a meaningful subject for professional perception and vision (Toto & Limone, 2021;Instefjord & Munthe, 2017).…”

The neuropsychological effects of motor development mediated by technologies in disabled subjects

“…Technology-Aided Programs are tools to support people with significant disabilities, such as motor disabilities, so that they can build a satisfactional interaction with the environment. This way promotes general results, such as increasing life quality, social and cognitive capabilities (Lencioni et al, 2019;Toto & Limone, 2021). Lancioni et al 2019 work focused on patients forced in a wheelchair by motor disabilities.…”