TY - GEN
T1 - The Digitalization of Teaching Practices in K-12 Education
T2 - 17th European Conference on Technology Enhanced Learning, EC-TEL 2022
AU - Kosmas, Panagiotis
AU - Michael, Demos
AU - Nisiforou, Efi
AU - Vrasidas, Charalambos
N1 - Funding Information:
The research team would like to thank the Cyprus Pedagogical Institute (Ministry of Education, Culture, Sport and Youth) for the ongoing support during the implementation of this research and for participating teachers for sincerely expressing their views.
Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2022
Y1 - 2022
N2 - The reopening of schools and the returning to normal after the emergency experience of online teaching brought to the line new realities in educational practice for both teachers and students. It is now crucial to reflect on the consequences of this experience and rethink the prospects of using digital tools and online learning. The previous remote learning experience could be conceived as an opportunity for the educational community to take advantage of the benefits online teaching offers and adopt those practices that could further develop the teaching experience. This paper examines the reality in K-12 schools after the pandemic investigating the incorporation of seven digital teaching strategies into teachers’ daily routines. The study adopts a mixed methodology approach analysing quantitative data from an online survey of 392 in-service teachers and qualitative data from two focus groups. The results show that an essential percentage of teachers continue to use some practices of the distance learning model to enhance learning and communication in the classroom. The use of these strategies was directly and indirectly affected by teachers’ attitudes towards the distance learning model and their perceptions of the challenges faced during the pandemic. Implications for policy and practice are drawn.
AB - The reopening of schools and the returning to normal after the emergency experience of online teaching brought to the line new realities in educational practice for both teachers and students. It is now crucial to reflect on the consequences of this experience and rethink the prospects of using digital tools and online learning. The previous remote learning experience could be conceived as an opportunity for the educational community to take advantage of the benefits online teaching offers and adopt those practices that could further develop the teaching experience. This paper examines the reality in K-12 schools after the pandemic investigating the incorporation of seven digital teaching strategies into teachers’ daily routines. The study adopts a mixed methodology approach analysing quantitative data from an online survey of 392 in-service teachers and qualitative data from two focus groups. The results show that an essential percentage of teachers continue to use some practices of the distance learning model to enhance learning and communication in the classroom. The use of these strategies was directly and indirectly affected by teachers’ attitudes towards the distance learning model and their perceptions of the challenges faced during the pandemic. Implications for policy and practice are drawn.
KW - Digital teaching strategies
KW - Distance learning model
KW - K-12 education
KW - Online teaching
KW - Post COVID-19 era
KW - Teachers
UR - http://www.scopus.com/inward/record.url?scp=85138006000&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-16290-9_11
DO - 10.1007/978-3-031-16290-9_11
M3 - Conference contribution
AN - SCOPUS:85138006000
SN - 9783031162893
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 145
EP - 158
BT - Educating for a New Future
A2 - Hilliger, Isabel
A2 - Muñoz-Merino, Pedro J.
A2 - De Laet, Tinne
A2 - Ortega-Arranz, Alejandro
A2 - Farrell, Tracie
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 12 September 2022 through 16 September 2022
ER -