Qualitative Interviewing: The Art of Hearing Data

HANDBOOK OF MIXED METHODS IN SOCIAL & BEHAVIORAL RESEARCH (Book)

Global investment in ICT to improve teaching and learning in schools have been initiated by many governments. Despite all these investments on ICT infrastructure, equipments and professional development to improve education in many countries, ICT adoption and integration in teaching and learning have been limited. This article reviews personal, institutional and technological factors that encourage teachers’ use of computer technology in teaching and learning processes. Also teacher-level, school-level and system-level factors that prevent teachers from ICT use are reviewed. These barriers include lack of teacher ICT skills; lack of teacher confidence; lack of pedagogical teacher training; l lack of suitable educational software; limited access to ICT; rigid structure of traditional education systems; restrictive curricula, etc. The article concluded that knowing the extent to which these barriers affect individuals and institutions may help in taking a decision on how to tackle them.

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Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature

Purpose: In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India Design/methodology/approach: Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research The study was conducted among the teachers working in the government and private universities of Uttarakhand, India Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment ATLAS ti, version 8 was used to analyze the interview data Findings: The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported Teachers also faced technical difficulties The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments Practical implications: The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future Originality/value: Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation © 2020, Emerald Publishing Limited

https://www.emerald.com/insight/content/doi/10.1108/ITSE-06-2020-0087/full/pdf?title=impact-of-coronavirus-pandemic-on-the-indian-education-sector-perspectives-of-teachers-on-online-teaching-and-assessments

Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments

This study examined possible gender differences in pre-service teachers’ perceived acceptance of technology in their professional work under the framework of the technology acceptance model (TAM). Based on a sample of pre-service teachers, a series of progressively more stringent measurement invariance tests (configural, metric, and scalar invariances, as well as latent mean difference) were conducted. Practically, the findings revealed that, while the gender groups showed no statistical difference on perceived usefulness, attitudes toward technology, intention to use technology, female pre-service teachers had lower scores on perceived ease of use, suggesting that technology use is more challenging for female pre-service teachers than for their male counterparts. Technically, the findings provided support for full configural and metric invariance, and for partial scalar invariance. Discussions about the findings and their practical implications concerning teacher training are provided. Future research directions are also suggested.

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Technology acceptance among pre-service teachers: Does gender matter?

The aim of this paper is to present a qualitative multiple case study research on primary school teachers’ competence and confidence level regarding the use of ICT in the teach‐ ing and learning practice carried out in five different European countries (Greece, Italy, Portugal, Spain and The Netherlands). Focus group interview was the central data collec‐ tion technique used in this study. As a result of the data analysis some important issues emerged which gave rise to four main dimensions ‐ individual factors, contextual factors (at macro and micro levels) and factors related with teacher training and education. These factors may function as anchor‐points (main categories) for the elaboration of the instru‐ ments for further research. Palavras‐chave: ICT, Innovation, Teachers, Competence, Confidence. Peralta, Helena & Costa, Fernando Albuquerque (2007). Teachers’ Competence and Confidence re‐ garding the Use of ICT. Sisifo. Educational Sciences Journal, 03, pp. 75‐84. Retrieved [month, year] from http://sisifo.fpce.ul.pt

Teachers's competence and confidence regarding the use of ICT

The aim of this paper is to present a qualitative multiple case study research on primary school teachers’ competence and confidence level regarding the use of ICT in the teaching and learning practice carried out in five different European countries (Greece, Italy, Portugal, Spain and The Netherlands). Focus group interview was the central data collection technique used in this study. As a result of the data analysis some important issues emerged which gave rise to four main dimensions - individual factors, contextual factors (at macro and micro levels) and factors related with teacher training and education. These factors may function as anchor-points (main categories) for the elaboration of the instruments for further research.

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Competência e confiança dos professores no uso das TIC. Síntese de um estudo internacional

Competências TIC. Estudo de Implementação

This article reviews a selective corpus of empirical and theoretical texts on foreign language pedagogy and teacher education, produced in Portugal between 2006 and 2011. A descriptive and interpretative approach is adopted to inquire into the transformative potential of research, with a focus on its scope, purposes, conceptual and methodological frameworks, outcomes and implications. Four major themes were identified, primarily related to current language policies and theoretical developments in language didactics: intercomprehension and plurilingualism, teacher and learner autonomy, Portuguese as a non-native language, and technology-based learning and teaching. The transformative potential of the studies reviewed is enhanced by their intention to question and reshape dominant practices on the basis of democratic values; an empowering view of language, pedagogy and teacher education; a close relation between pedagogy and teacher education; participatory research methodologies; and the identification of constraints on, and conditions for, change. However, there is a need for strategies that remain somewhat marginal but may enhance that potential: expanding university–school partnerships, professional learning communities and school-based inquiry; strengthening the political dimension of research outcomes; finding strategies to counteract limitations on the scope and impact of naturalistic inquiry; and fostering scholarship in teacher education.

Research in foreign language education in Portugal (2006–2011): Its transformative potential

The aim of this paper is to present a qualitative multiple case study research on primary school teachers’ competence and confidence level regarding the use of ICT in the teaching and learning practice carried out in five different European countries (Greece, Italy, Portugal, Spain and The Netherlands). Focus group interview was the central data collection technique used in this study . As a result from the data analysis some important issues emerged which gave rise to four main dimensions individual factors, contextual factors (at macro and micro levels) and factors related with teacher training and education. These factors may function as anchor-points (main categories) for the elaboration of the instruments for further research.

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Helena Peralta

Papers

Teachers's competence and confidence regarding the use of ICT

Competência e confiança dos professores no uso das TIC. Síntese de um estudo internacional

Competências TIC. Estudo de Implementação

Research in foreign language education in Portugal (2006–2011): Its transformative potential

Primary Teachers' Competence and Confidence Level regarding the Use of ICT