Educational Technology ‘Introduced‘ by the COVID-19 Pandemic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F23%3A00011550" target="_blank" >RIV/46747885:24510/23:00011550 - isvavai.cz</a>

Výsledek na webu

<a href="https://revistas.uma.es/index.php/innoeduca/article/view/15481/17893" target="_blank" >https://revistas.uma.es/index.php/innoeduca/article/view/15481/17893</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24310/innoeduca.2023.v9i2.15481" target="_blank" >10.24310/innoeduca.2023.v9i2.15481</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Educational Technology ‘Introduced‘ by the COVID-19 Pandemic

Popis výsledku v původním jazyce

As society scrambled to adjust to life amidst the COVID-19 pandemic, new and unprecedented challenges presented them-selves within all walks of life. The pressure to adapt the delivery of education within restricted societies fell mainly on the shoulders of teachers. The purpose of the article is a positive know-how transfer with the educational technology use in and out of pandemic times. The article is based on two qualitative content analyses of teacher-chosen technology. One content analysis, done via corpus linguistic analysis, provided data for EXCEL computation to quantitatively calculate the frequency of educational technology usage. The second content analysis resulted in thematic clusters of educational tech-nology based on its function. The study shows that distance learning has gone through many changes ‘caused‘ by the COV-ID-19 pandemic. Technology has helped education to continue despite the loss of physicality, and educational technology, especially the web-based software solutions, enabled educators to reach, keep or even improve the quality of teaching and learning. In comparison to the past, in which mostly asynchronous distance learning tools were used, the pandemic increased the usage of collaborative, communicative, interactive synchronous tools and portable devices. It also increased the variety of educational software solutions. For the same or similar functions, more tools are now available. The article works with a vast amount of data in which teachers, teacher trainers, students, interested laypeople, and others from all over the world answered the question: „What educational technology do you use?” and can therefore offer suggestions for global teaching praxis.

Název v anglickém jazyce

Educational Technology ‘Introduced‘ by the COVID-19 Pandemic

Popis výsledku anglicky

As society scrambled to adjust to life amidst the COVID-19 pandemic, new and unprecedented challenges presented them-selves within all walks of life. The pressure to adapt the delivery of education within restricted societies fell mainly on the shoulders of teachers. The purpose of the article is a positive know-how transfer with the educational technology use in and out of pandemic times. The article is based on two qualitative content analyses of teacher-chosen technology. One content analysis, done via corpus linguistic analysis, provided data for EXCEL computation to quantitatively calculate the frequency of educational technology usage. The second content analysis resulted in thematic clusters of educational tech-nology based on its function. The study shows that distance learning has gone through many changes ‘caused‘ by the COV-ID-19 pandemic. Technology has helped education to continue despite the loss of physicality, and educational technology, especially the web-based software solutions, enabled educators to reach, keep or even improve the quality of teaching and learning. In comparison to the past, in which mostly asynchronous distance learning tools were used, the pandemic increased the usage of collaborative, communicative, interactive synchronous tools and portable devices. It also increased the variety of educational software solutions. For the same or similar functions, more tools are now available. The article works with a vast amount of data in which teachers, teacher trainers, students, interested laypeople, and others from all over the world answered the question: „What educational technology do you use?” and can therefore offer suggestions for global teaching praxis.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

INNOEDUCA-INTERNATIONAL JOURNAL OF TECHNOLOGY AND EDUCATIONAL INNOVATION

ISSN

2444-2925

e-ISSN

—

Svazek periodika

9

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

ES - Španělské království

Počet stran výsledku

19

Strana od-do

115-133

Kód UT WoS článku

001115096800005

EID výsledku v databázi Scopus

—