Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC

ACS Applied Electronic Materials Pub Date : 2023-05-08 DOI:10.1080/01443410.2023.2208789

J. Mouw, M. Fokkens-Bruinsma, E. Kupers, H. Korpershoek

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引用次数: 1

Abstract

Abstract In this exploratory study, we evaluated which factors are predictive of technology-supported teaching, conceptualised as Technological Pedagogical Content Knowledge (TPACK) competences and related professional development needs, and teachers’ mental health in terms of job satisfaction, work-life balance, and teacher stress during COVID-19’s first period of emergency remote teaching (ERT). In spring 2020, an online questionnaire was administered to gauge factors relevant to (1) shifting to ERT, (2) teachers’ well-being, and (3) teacher characteristics. Data from 309 Dutch teachers across educational sectors were analysed using Structural Equation Modelling in two models. We further explored the results of the model predicting technology-supporting teaching as this showed the most optimal fit. Our analyses show that factors from all three categories contributed to technology-supported teaching during the first educational lockdown, but that competence-related aspects were the strongest predictors. Our results offer directions to strengthen the teaching context to support teachers navigating challenging ERT-periods.

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新冠肺炎第一期应急远程教学中的技术支持教学：影响因素的探索性分析

在这项探索性研究中，我们评估了哪些因素可以预测技术支持教学，概念为技术教学内容知识(TPACK)能力和相关专业发展需求，以及教师在工作满意度、工作与生活平衡方面的心理健康，以及在COVID-19紧急远程教学(ERT)的第一阶段教师压力。在2020年春季，进行了一项在线问卷调查，以衡量与以下因素相关的因素:(1)转向ERT，(2)教师幸福感，(3)教师特征。来自309名荷兰教育部门教师的数据在两个模型中使用结构方程模型进行分析。我们进一步探讨了预测技术支持教学的模型的结果，因为这显示了最优的拟合。我们的分析表明，在第一次教育封锁期间，这三类因素都对技术支持的教学做出了贡献，但与能力相关的方面是最强的预测因素。我们的研究结果为加强教学环境提供了方向，以支持教师度过具有挑战性的ert时期。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

ACS Applied Electronic Materials Multiple-

CiteScore

7.20

自引率

4.30%

发文量

567