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New journal publication (open access!): Emergency education effects on teacher abilities and motivation to use digital technologies

New journal publication (open access!): Emergency education effects on teacher abilities and motivation to use digital technologies

Teaching in times of COVID-19

31.05.2021

 

New publication from the TIDE research group members, Marc Beardlsey, Laia Albó and Davinia Hernández-Leo, about the effects on teacher abilities and motivation to use digital technologies derived from the COVID-19 pandemic. The journal article has been published open access and can be downloaded here

Beardsley, M., Albó, L., Aragón, P., & Hernández‐Leo, D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13101 

Abstract: To identify factors that can contribute toward supporting educator adoption of digital technologies beyond the emergency remote teaching response to COVID-19, we investigated how teachers’ motivation and abilities related to the use of digital technologies for teaching changed since the onset of the pandemic. Two surveys and interviews were conducted with school teachers in Spain. The first survey was completed at the onset of the COVID-19 lockdown, the second survey and interviews in the weeks leading up to the school year that followed. Survey questions were from SELFIE and the Work Tasks Motivation Scale for Teachers. Moreover we analysed the type of advice teachers sought on Twitter during the lockdown and post-lockdown periods. Results indicate that teachers believe their proficiency in using digital technologies for teaching has improved. Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and for communicating with students and families has increased along with teacher motivation to improve their digital skills and use digital technologies for teaching. Teacher advice seeking on Twitter seemed to shift from serving immediate instructional needs to focussing on professional development and the creation of their own digital content.

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