Emergency education effects on teacher abilities and motivation to use digital technologies

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• dc.contributor.author Beardsley, Marc Yoshimi
• dc.contributor.author Albó, Laia
• dc.contributor.author Aragón, Pablo
• dc.contributor.author Hernández Leo, Davinia
• dc.date.accessioned 2021-05-04T10:59:14Z
• dc.date.issued 2021
• dc.description.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.
• dc.description.sponsorship This work has been partially funded by the EU Regional Development Fund, the National Research Agency of the Spanish Ministry of Science, Innovation and Universities and Erasmus+, under project grants TIN2017‐85179‐C3‐3‐R, 2019‐1‐FI01‐KA201‐060881, 2019‐1‐ES01‐KA201‐065279. D. Hernández‐Leo acknowledges financial support by ICREA under the ICREA Academia programme.
• dc.format.mimetype application/pdf
• dc.identifier.citation Beardsley M, Albó L, Aragón P, Hernández-Leo D. Emergency education effects on teacher abilities and motivation to use digital technologies. Br J Educ Technol. 2021;52:1455-77. DOI: 10.1111/bjet.13101
• dc.identifier.doi http://dx.doi.org/10.1111/bjet.13101
• dc.identifier.issn 0007-1013
• dc.identifier.uri http://hdl.handle.net/10230/47309
• dc.language.iso eng
• dc.publisher Wiley
• dc.relation.ispartof British Journal of Educational Technology. 2021;52:1455-77.
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/2019‐1‐FI01‐KA201‐060881
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/2019‐1‐ES01‐KA201‐065279
• dc.rights This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non&;commercial and no modifications or adaptations are made.© 2021 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
• dc.subject.keyword COVID-19
• dc.subject.keyword Digital skills
• dc.subject.keyword Emergency remote teaching
• dc.subject.keyword Motivation
• dc.subject.keyword Teacher professional development
• dc.title Emergency education effects on teacher abilities and motivation to use digital technologies
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion