Teacher anxiety and technology change: a review of the literature

Henderson, Jessa; Corry, Michael

doi:10.1080/1475939x.2021.1931426

Cited by 25 publications

(22 citation statements)

References 44 publications

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“…Thus, teachers’ use of spatial practices when teaching in online environments is unknown. The sudden shift to entirely remote instruction due to the COVID-19 pandemic may have exacerbated many teachers’ anxieties and insecurities with integrating technology into their teaching (i.e., computer anxiety; e.g., Henderson & Corry, 2021 ; Orlando, 2014 ). Teachers’ computer anxiety coupled with the limitations associated with delivering online instruction (e.g., abbreviated instructional time, students’ limited attention span during online learning) may have influenced their pedagogical choices.…”

Section: What We Already Know About Teachers’ Spatial Skills Spatial ...mentioning

confidence: 99%

What makes online teaching spatial? Examining the connections between K-12 teachers’ spatial skills, affect, and their use of spatial pedagogy during remote instruction

2022

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Spatial skills are critical for student success in K-12 STEM education. Teachers’ spatial skills and feelings about completing spatial tasks influence students’ spatial and STEM learning at both the primary and secondary levels. However, whether spatial skills and spatial anxiety differ or not between these two teacher levels is unknown. Additionally, the relations between teachers’ spatial skills, spatial anxiety, and their use of spatial pedagogical practices in remote learning settings is unknown. Here, we investigated if spatial skills and spatial anxiety differ between teachers working at primary versus secondary levels, and examined the relations between their spatial skills and spatial anxiety while accounting for additional influential factors—general reasoning ability and general anxiety. Lastly, we investigated how teachers’ spatial skills in conjunction with their spatial anxiety relate to their use of spatial teaching practices for online instruction. Sixty-two K-12 teachers completed measures of spatial skills, spatial anxiety, general anxiety, general reasoning, and a teaching activities questionnaire. Results indicate that spatial skills and spatial anxiety may not vary between teachers working at primary versus secondary levels, but that higher spatial skills in teachers are associated with lower spatial anxiety for mental manipulation tasks. Additionally, teachers with weaker spatial skills and lower mental manipulation anxiety reported more frequently using spatial teaching practices when teaching remotely due to COVID-19. These findings may have broad implications for teacher professional development with regards to developing students’ spatial skills during remote learning.

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Section: What We Already Know About Teachers’ Spatial Skills Spatial ...mentioning

confidence: 99%

What makes online teaching spatial? Examining the connections between K-12 teachers’ spatial skills, affect, and their use of spatial pedagogy during remote instruction

2022

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“…1) a sense of incompetence about the use of technology; 2) the difficulty of adapting instructors to new technologies (building skills to use devices); 3) the need to vary the methodological system to both classroom-based and technology-based instruction (Henderson & Corry, 2021). Furthermore, the system of factors that prevent instructors from integrating into a technologically designed learning process has been studied.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessment of academic achievements in m-learning

2022

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The paper analyzes the teaching experiment regarding the use of mobile apps in the assessment of student learning. The study involved survey and self-description methods offered to students and instructors to assess the effectiveness of using mobile apps in learning. The study was conducted among 320 s-year students of the I.M. Sechenov First Moscow State Medical University and 8 instructors between September 1 and December 28, 2021, during the academic semester. Socrative and Plickers apps have been found to contribute to: better learning (φ* = 8.94, p ≤ 0.01); developing cognitive motivation among students resulting from diverse learning resources used with apps (φ* = 7.6, p ≤ 0.01); convenience of learning activities because students can work with the app both in the classroom and at home (φ* = 13.66, p ≤ 0.01); improved digital competence (φ* = 2.4, p ≤ 0.05). The research findings can be used by instructors in universities and secondary schools. Since didactic opportunities offered by mobile apps are quite significant, and considering other positive results of their use, this technology may be considered as an important tool for training young people and strengthening their cognitive motivation.Keywords Advantages and difficulties of using mobile apps for learning • Assessment of learning achievements • Didactic opportunities offered by mobile apps • Mobile app • Student-teacher interaction * Marina Lebedeva

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“…For example, previous studies revealed that the acceptance and attitudes towards using the LMS are negatively affected by CA (Al-Busaidi & Al-Shihi, 2012;Piccoli et al, 2001). Other emerging literature still reveals this construct to have affected older people's performance and job satisfaction (Fernández-Batanero et al, 2021;Henderson & Corry, 2021). This means that the distress of technology use may restrict the efficacy and satisfaction of teachers' adoption of LMS.…”

Section: Computer Anxiety (Ca)mentioning

confidence: 99%

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2022

CJES

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The shift from face-to-face to a flexible learning environment following the disruptions due to the COVID-19 pandemic led the universities to fully utilise the learning management system (LMS) as part of the new normal in teaching. Educators in higher educational institutions (HEIs) are in survival mode, especially in developing economies and those with limited LMS experience. This paper has proposed and validated a model to describe the antecedent factors associated with LMS usage to the instructor's self-efficacy and satisfaction. The structural equation model specifies that 7 out of 10 hypothesised paths provide acceptable fit measures. We successfully modelled the difference along with the prior LMS knowledge. The paper has several implications for the theory and practice in higher education, especially in a developing economy where most HEIs were caught off-guard by the transition caused by the pandemic. We provide theoretical and practical insights derived from this work.

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Teacher anxiety and technology change: a review of the literature

Cited by 25 publications

References 44 publications

What makes online teaching spatial? Examining the connections between K-12 teachers’ spatial skills, affect, and their use of spatial pedagogy during remote instruction

What makes online teaching spatial? Examining the connections between K-12 teachers’ spatial skills, affect, and their use of spatial pedagogy during remote instruction

Assessment of academic achievements in m-learning

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