The impact of the digital divide on synchronous online teaching in Kazakhstan during COVID-19 school closures

Amirova, Aida; Nurumov, Kaidar; Kasa, Rita; Akhmetzhanova, Aida; Kuzekova, Aizhan

doi:10.3389/feduc.2022.1083651

Cited by 7 publications

(7 citation statements)

References 67 publications

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“…There was far less policy support for public schoolteachers and parents, especially in rural areas, who faced challenges in transitioning due to limited resources and unclear policy guidelines on distance pedagogy. Older and rural teachers found digital technology extremely challenging, confirming existing international evidence [27,31] and contradicting a quantitative study that suggested older and more experienced Kazakhstani teachers used digital technologies more frequently [64]. However, Kazakhstani teachers' confidence and self-reported competence in distance education improved with practice and professional development, aligning with studies in other contexts [27,29].…”

Section: Discussionmentioning

confidence: 86%

“…The government mitigated the digital divide by distributing digital devices among lowincome and multi-child households [62]. Nevertheless, because of poor bandwidth, teachers could not use interactive lessons [63], and somewhat surprisingly, older teachers with longer experience reported higher engagement in synchronous teaching [64]. Although two local online platforms-Online Mektep and Kundelik-were provided, teachers mostly used them to upload students' scores rather than to offer interactive lessons [63].…”

Section: The Case Study Backgroundmentioning

confidence: 99%

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Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan

Durrani,

Qanay,

Mir

et al. 2023

Sustainability

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This study investigates the impact of two years of emergency distance schooling on achieving Sustainable Development Goal (SDG) 4—equitable quality education, both globally and in Kazakhstan. The study used a qualitative research design. Individual semi-structured interviews were conducted with 30 teachers and 30 parents, while focus group discussions (FGDs) were utilised to gather the perspective of 28 students. The conceptual framework developed puts effective pedagogy at the heart of quality distance education, nested within four supportive factors—digital infrastructure; policy guidelines about pedagogy; curriculum and assessments; professional development in digital pedagogy; and the home environment. The study found that distance schooling in Kazakhstan has undermined progress on SDG 4 and worsened inequalities in access to quality education despite the distribution of digital devices to disadvantaged children and teachers. While mainstream public school teachers transitioned to distance school without any systematic preparation, provision of digital resources or clear policy guidelines, schoolteachers at elite public institutions received meticulous guidance and support. Despite later receiving professional development in digital pedagogy and access to digital resources and platforms, public school teachers in rural and deprived urban areas still faced challenges due to fragmented internet connectivity. This limited interactive and communicative pedagogy, particularly in rural and public schools, and hindered teachers’ ability to assess the impact of their teaching on student outcomes. Policy initiatives failed to mitigate disadvantages in the home environment for low-income families, parents with limited education and working parents, especially mothers, who primarily supported homeschooling. Recommendations are offered for adapting education provision and envisioning more robust education quality to achieve SDG 4 and address historical inequities in a post-pandemic world.

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Section: Discussionmentioning

confidence: 86%

Section: The Case Study Backgroundmentioning

confidence: 99%

Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan

Durrani,

Qanay,

Mir

et al. 2023

Sustainability

View full text Add to dashboard Cite

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“…The integration of technology in the classroom can be sparked by a variety of factors such as immediate needs, concerns for health and safety, or a desire to enhance the learning experience. Previous studies have explored how teachers incorporate ICT (information and communication technology) into their teaching practices (Amirova et al, 2023) and how they perceive the changes (Capurso, 2023) have been examined, including those unique to English language instruction (Ahmed et al, 2021). The professional development programs during the pandemic (Lo & To, 2023;Zafar et al, 2022) support the teachers' ability to adjust to the new normal and are among the fields investigated throughout the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Reflective Study on the Shift of Teachers’ Perception Towards ICT Integration in English Teaching

2024

FeD

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This reflective study investigated the transformation of English language teachers' perceptions of Information and Communication Technology (ICT) integration into English teaching throughout the COVID-19 pandemic. Two groups of English instructors from junior and senior high schools in Jepara Regency and Semarang City participated in this study. Data collecting methods included surveys and interviews. The findings indicated a considerable shift in teachers' views towards ICT integration, from a stage of limited integration before the pandemic, where its use was not widespread, to becoming an essential tool during the pandemic, relied upon as the main mode of instruction. Following the pandemic, there was a reevaluation of its significance and priority, leading to a reassessment of its role in education and teaching methodologies. After the pandemic, ICT integration has become essential for both online and hybrid learning and has gained widespread recognition for its importance in education. During the COVID-19 outbreak, online learning became the main way of teaching. After the pandemic, some teachers went back to in-person classes, but the use of technology remained important. This shows that teachers still need good training to use technology well. The findings indicated that many forms of technology for teaching are hard for both Indonesian students and teachers. Hence, it indicated the vital role of continuous training and support for educators to adjust and adapt their ICT integration into teaching English. By providing ongoing learning opportunities and assistance, teachers can better adapt to the changing educational environment which makes schools better for both students and teachers.

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“…Their research aimed to identify how digital technologies influence the educational quality of modern students. Another study by Amirova et al (2023) delves into the repercussions of digital divide factors, such as access to Information and Communication Technology (ICT), digital skills, and outcomes, on synchronous online teaching. This investigation spanned urban and rural schools in Kazakhstan during the COVID-19 school closures.…”

Section: Research Problemmentioning

confidence: 99%

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

2023

Futurity of Social Sciences

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This article aims to analyze the utilization of electronic technologies for facilitating individualized education for education seekers with special needs. The study involved 110 teachers from diverse educational institutions in Kazakhstan, each possessing experience in working with students with special needs. Inclusion criteria ensured a variety of grade levels, subject areas, and teaching experiences. Participants, eligible with a minimum of one year's teaching experience and prior work with students with special needs, were surveyed using a specially designed questionnaire. This research provides a comprehensive examination of the challenges faced by students with special education needs, encompassing cognitive, physical, and sensory disabilities. The study explores the role of specialized software, such as text-reading computer programs and speech recognition systems, in enhancing behaviour and positive interactions. The emphasis on adaptive technologies, interactive whiteboards, tablets, advanced training programs, and video platforms reflects the evolving landscape of educational technology for inclusive practices. The findings underscore the significance of electronic technologies, with 87 out of 110 teachers emphasizing the role of special software. Interactive whiteboards, tablets, and advanced training programs were also recognized by a considerable number of participants. Adaptive technologies, altering content based on student needs, were utilized by 81 teachers. While 59 teachers incorporated special video platforms, 48 used communication applications. Conclusions: the study highlights challenges in the provision of individualized education for students with disabilities, including limited technology access, language barriers, cultural insensitivity of electronic tools, and financial constraints. The identified difficulties underscore the need for comprehensive strategies to address these barriers and ensure equitable access to electronic technologies for effective inclusive education. This research contributes valuable insights into the current landscape of electronic technology integration in inclusive education and provides a foundation for future efforts to enhance individualized learning experiences for students with special needs.

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The impact of the digital divide on synchronous online teaching in Kazakhstan during COVID-19 school closures

Cited by 7 publications

References 67 publications

Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan

Achieving SDG 4, Equitable Quality Education after COVID-19: Global Evidence and a Case Study of Kazakhstan

Reflective Study on the Shift of Teachers’ Perception Towards ICT Integration in English Teaching

Electronic Technologies to Ensure Individual Learning of Education Seekers with Special Needs

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