Teachers’ use of technology and the impact of Covid-19

Winter, Eileen; Costello, Aisling; O’Brien, Moya; Hickey, Gráinne

doi:10.1080/03323315.2021.1916559

Cited by 166 publications

(125 citation statements)

References 14 publications

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“…It was clear from teachers’ responses that they understood the precarious conditions that families, especially low-income families, faced during the pandemic. Students’ lack of access to a computer during the pandemic has been reported by researchers in both developing and developed countries (Winter et al, 2021 ). For example, 21% of parents in the Pew research Center ( 2020 ) poll in the U.S. shared that their children did not have access to a computer at home, 22% revealed that the home did not have a reliable internet connection, and 20% shared that their children most probably would use a cell phone to complete their schoolwork.…”

Section: Discussionmentioning

confidence: 95%

Challenges to Remote Instruction During the Pandemic: A Qualitative Study with Primary Grade Teachers in India

Pattnaik

Nath

2022

Early Childhood Educ J

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The COVID-19 pandemic has profound implications for education of young children worldwide and especially for children in developing economies like India. This article presents a qualitative study that explored the challenges that private school teachers in low budget, mid-ranged, and high fee charging private schools faced in two cities in India. All the private schools in this study also followed the government mandate to reserve 25% of seats for children from low-income families. During the school closure, remote instruction was employed in schools where participating teachers taught. Teachers faced challenges related to parental involvement and children’s participation in remote instruction. Parental involvement challenges included parental lack of access to technological devices and no or minimal access to internet for their children to participate in remote instruction activities. Parental lack of support due to their low technological literacy and literacy in general, lack of fluency in the English Language, as well as lack of time also contributed to their children’s low participation in remote instruction. Teachers faced challenges in implementing remote instruction with children from different socio-economic backgrounds; however, the challenges were greater with families from low-income backgrounds. The study’s findings suggest that governments around the world need to ensure children’s access to digital tools and internet services which are essential elements in children’s participation in remote instruction. For children in families where parents are unable to support their children’s education at home, other support services may be instituted to take the pressure off of parents. Future studies may explore the ‘learning loss’ that may have resulted from the long school closure during the pandemic.

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Section: Discussionmentioning

confidence: 95%

Challenges to Remote Instruction During the Pandemic: A Qualitative Study with Primary Grade Teachers in India

Pattnaik

Nath

2022

Early Childhood Educ J

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“…Since the baseline measurements were assessed in 2018 and the follow-up period in the register was in 2020, just before the onset of the COVID-19 pandemic, the present study does not allow to estimate how the pandemic might have affected the association between the implementation of new technology and work participation. It is well known, however, that the COVID-19 crisis is having a drastic impact on new technology, work, and employment [ 50 , 51 , 52 , 53 , 54 ]. The pandemic-imposed lockdown has affected all industries and service sectors alike, including health care, manufacturing, and office work, among others, and has elevated the role of technology in the workplace [ 50 , 51 , 52 , 53 , 54 ].…”

Section: Discussionmentioning

confidence: 99%

New Technology and Loss of Paid Employment among Older Workers: Prospective Cohort Study

Meng

Ajslev

Albertsen

et al. 2022

IJERPH

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Background: This study investigates the association between the implementation of new technology in the workplace and the subsequent loss of paid employment among older workers. Methods: We estimated the prospective risk of loss of paid employment (register-based) from questions on new technology among 10,320 older workers (≥50 years). To investigate potential differences between work types, analyses were stratified by job function: (1) work with symbols (office, administration, analysis, IT), (2) work with people (people, service, care), (3) work in the field of production (processing, producing or moving things). Results: The introduction of new technology at the workplace reduced the risk of losing paid employment among older workers working with symbols (risk ratio [RR] 0.74, 95% CI 0.72–0.76) and in the field of production (RR 0.83, 95% CI 0.80–0.85), whereas new technology increased this risk among those working with people (RR 1.22, 95% CI 1.19–1.26). Being involved in the introduction of new technology and receiving adequate training in its use decreased the risk of loss of paid employment. Conclusions: Depending on the context, the introduction of new technology at work associates positively as well as negatively with future labour market participation among older workers. Worker involvement and adequate training in the use of new technology seem to be important for retaining workers in the labour market.

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“…The transition from the old to new educational modality has not been an task. Its success, according to Winter, Costello, O'Brien, and Hickey (2021) depends on educators having the knowledge and skills for remote teaching. However, in the lack of time for professional development activities to capacitate the teachers, self-learning was an inevitable enabler.…”

Section: Discussionmentioning

confidence: 99%

Barriers and Enablers of Emergency Remote Education amid COVID-19 Pandemic: Perspectives of English Language Teachers

Cahapay¹,

Labrador²

2021

2641-533X

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The aim of this paper is to describe the barriers and enablers in emergency remote education from the views of language teachers amid COVID-19 pandemic. It involved eleven purposively sampled high school English language teachers in the Philippines during the school year 2021-2022. The qualitative data were processed using thematic analysis technique. The results revealed two superordinate themes: 1.) barriers of emergency remote English language education and 2.) enablers of emergency remote English language education. Under the first superordinate theme, barriers of remote emergency education, three subordinate themes emerged: 1.1.) problems in internet connection and materials; 1.2.) unfamiliarity with remote instructional design; and 1.3.) lack of skills in using remote technologies. Furthermore, under the second superordinate theme, enablers of remote emergency education, three subordinate themes were revealed: 2.1.) self-learning in using technology; 2.2.) instructional accommodations; and 2.3.) school and community support. These study outcomes provide practical insights that shape emergency remote education amid the current novel crisis. The barriers should be addressed, and the enablers should be cultivated, so that a successful remote English language education can be attained.

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Teachers’ use of technology and the impact of Covid-19

Cited by 166 publications

References 14 publications

Challenges to Remote Instruction During the Pandemic: A Qualitative Study with Primary Grade Teachers in India

Challenges to Remote Instruction During the Pandemic: A Qualitative Study with Primary Grade Teachers in India

New Technology and Loss of Paid Employment among Older Workers: Prospective Cohort Study

Barriers and Enablers of Emergency Remote Education amid COVID-19 Pandemic: Perspectives of English Language Teachers

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