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Integration of Educational Technology during the COVID-19 Pandemic: An Analysis of Teacher and Student Receptions

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Title: Integration of Educational Technology during the COVID-19 Pandemic: An Analysis of Teacher and Student Receptions
Language: English
Authors: Christopoulos, Athanasios (ORCID 0000-0002-1809-5525), Sprangers, Pieter (ORCID 0000-0002-7887-2226)
Source: Cogent Education. 2021 8(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 27
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Secondary Education
Descriptors: Educational Technology, Technology Integration, Information Technology, COVID-19, Pandemics, Elementary School Teachers, Secondary School Teachers, Mathematics Instruction, Instructional Design, Game Based Learning, Educational Objectives, Intelligent Tutoring Systems
DOI: 10.1080/2331186X.2021.1964690
ISSN: 2331-186X
Abstract: This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers' (n = 15) and students' (n = 335) perspectives on ICT integration for mathematics instruction were identified and analyzed from the perspective of different contexts (school vs home) and circumstances (in-person vs remote learning). Although we acknowledge the need for immediate decisions by educational stakeholders to facilitate online learning, our findings indicate the necessity of (a) careful examination of the features of potential platforms or tools and (b) a trial of such features prior to integration within an educational system. From an instructional design perspective, educational technologists should pay special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement. Where possible, the integration of technology should be driven by pedagogical goals and not technological pressures.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1333659
Database: ERIC
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  Data: Integration of Educational Technology during the COVID-19 Pandemic: An Analysis of Teacher and Student Receptions
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  Data: <searchLink fieldCode="AR" term="%22Christopoulos%2C+Athanasios%22">Christopoulos, Athanasios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1809-5525">0000-0002-1809-5525</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sprangers%2C+Pieter%22">Sprangers, Pieter</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7887-2226">0000-0002-7887-2226</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2021 8(1).
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1080/2331186X.2021.1964690
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  Data: 2331-186X
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  Data: This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers' (n = 15) and students' (n = 335) perspectives on ICT integration for mathematics instruction were identified and analyzed from the perspective of different contexts (school vs home) and circumstances (in-person vs remote learning). Although we acknowledge the need for immediate decisions by educational stakeholders to facilitate online learning, our findings indicate the necessity of (a) careful examination of the features of potential platforms or tools and (b) a trial of such features prior to integration within an educational system. From an instructional design perspective, educational technologists should pay special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement. Where possible, the integration of technology should be driven by pedagogical goals and not technological pressures.
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      – Text: English
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Integration
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      – SubjectFull: Information Technology
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      – SubjectFull: Pandemics
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Game Based Learning
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      – SubjectFull: Educational Objectives
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