Research Article
Olajumoke Toye Ominowa
EUR J INTERACT MULTIMED ED, Volume 3, Issue 1, Article No: e02202
ABSTRACT
This study examines the level of Ondo State science teachers’ Technological Knowledge (TK) and the effect of demographic variables such as school geographical location and gender, with a view to bring about effective teaching of science concept through integration of technology. This study is based on survey research design. The population comprised all science teachers in public secondary schools in Ondo State. Data was collected from 628 science teachers across the three senatorial districts in the State. The instrument used was technological knowledge questionnaire and a reliability coefficient r = (0.93) was obtained using Cronbach Alpha. Two research hypotheses and one question were posed to guide the study. Findings from this study revealed that 66.9% of science teachers in Ondo State have low level of TK, a significant difference between the TK of rural and urban teachers and no significant difference between the TK usage between female and male teachers. It is recommended that government should develop a comprehensive framework for professional development that will assist teachers to develop skills to teach in the 21st century environment.
Keywords: technological knowledge, science, teachers, rural, urban
Research Article
Hassane Razkane, Adil Youssef Sayeh, Mohamed Yeou
EUR J INTERACT MULTIMED ED, Volume 3, Issue 1, Article No: e02201
ABSTRACT
The current paper discussed the challenges encountered by university teachers during online education in Morocco. It also investigated teachers’ attitudes towards their distance teaching experience. 156 Chouaib Doukkali University teachers, (male=85 and female=71) were administered an online questionnaire via their professional email addresses. The participants, belonging to five faculties, were kindly invited to fill out the question within two weeks. For triangulation purposes, 20 (male=12 and females=8) informants were interviewed about their experience with distance education. Quantitative data were analyzed through descriptive statistics to extract demographic characteristics of the participants and provide measurements of mean values, standard deviations, and frequencies of the variables. Qualitative data were thematically analyzed. Findings showed that although the vast majority of the respondents used online teaching, many faced both technical and logistical barriers, which were reported to impede the good delivery of lessons. Also, the majority of the participants showed a negative attitude towards the COVID-19 online teaching experience. The study discusses some implications for online teaching practice in tertiary education in Morocco.
Keywords: COVID-19 pandemic, higher education, distance learning, university teachers, challenges
Research Article
Carlo P. Cortez, Carlo S. Patricio, Wilfredo N. Uriarte Jr.
EUR J INTERACT MULTIMED ED, Volume 2, Issue 2, Article No: e02113
ABSTRACT
This study examines the attitude of teachers toward e-learning as the new learning modality and the possible development of general anxiety disorder among teachers amidst COVID-19 pandemic. A sample of 116 teachers were taken before the start of the school year and another 75 teachers after one semester of executing e-learning served as the sample of this study. Data were collected through a self-administered survey questionnaire sent through a google form to comply with the existing lockdown policies of the government. The result indicates that the respondents, in majority, developed mild to severe GAD while preparing and executing e-learning. The data also showed that the acceptability of the teachers were found to be not relatively high nor relatively low. Problems using GAD 7-item questionnaire and TeLRA assessment revealed the rising problem brought by the change in learning delivery system among teachers.
This study examines the attitude of teachers toward e-learning as the new learning modality and the possible development of general anxiety disorder among teachers amidst COVID-19 pandemic. A sample of 116 teachers were taken before the start of the school year and another 75 teachers after one semester of executing e-learning served as the sample of this study. Data were collected through a self-administered survey questionnaire sent through a google form to comply with the existing lockdown policies of the government. The result indicates that the respondents, in majority, developed mild to severe GAD while preparing and executing e-learning. The data also showed that the acceptability of the teachers were found to be not relatively high nor relatively low. Problems using GAD 7-item questionnaire and TeLRA assessment revealed the rising problem brought by the change in learning delivery system among teachers.
Keywords: general anxiety disorder, e-learning, e-learning attitudes, mental stress, teachers
Research Article
Karen Joy Brillo Talidong, Cathy Mae Dabi Toquero
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02104
ABSTRACT
COVID-19 affected not only the lifestyle and socioeconomic conditions of the people worldwide but also the governing affairs of the process of education. To limit the transmission of COVID-19 in the educational sector, teachers worldwide immediately diverted from face-to-face education to a virtual-based education. This abrupt paradigm shift in education posits a challenge to the teachers who are accustomed to the conventional settings as they embark to emergency online teaching classes. Although distance education is a normalcy in many of the institutions globally, it is still new to the context of the Philippine teachers. In this account, an empirical study on the experiences of the Philippine teachers in Xi’an, China was explored to examine the benefits, challenges, and process in the implementation of emergency online education. Results revealed that emergency online teaching fosters benefits to the teachers and learners during this emergency situation. However, the teachers experience challenges dealing with technical issues, lack of instructional design, and other factors which disrupt emergency online education. This article offers positive and negative standpoints of the application of emergency online teaching to address the unprecedented educational issues brought by the pandemic.
Keywords: COVID-19, emergency remote teaching, emergency online education, distance education, online teaching, teachers
Research Article
Daniel Oloo Ong'ong'a
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02102
ABSTRACT
This study explores teachers’ perceptions, experiences, and challenges on teens ages 12-14 years old who have reported online insecurity issues in Kenya. The study recognizes that teachers have increased pressure to teach learners digital skills and manage their online and offline lives. Although much of the online insecurity discourse is children centric, little is known about the teacher’s experiences when tackling teen’s online safety issues. Outside the minimal discussion, an inferential approach towards the demarcation of online insecurity is reached that is coined on the professed notion of internet safety. Data was generated using an in-depth interview with respective teachers, Guidance & counseling, ICT teachers, and school principal. A total of twenty-three participants were recruited who qualified for the study inclusion criteria. A qualitative intrinsic case study was employed, and data analyzed thematically. The findings from the study revealed that teachers lack online safety competency skills to protect teens. Therefore, they depend on the very learners they are supposed to protect to teach them to navigate digital platforms. It is imperative to integrate online digital insecurity in the Kenya curriculum to develop workable frameworks to support teens who have encountered troubles on the internet. The study recommends effective digital literacy instruction intervention for teachers to support the children in the online space effectively. Additionally, in-depth research exploring parents’ responses to online challenges while protecting children is a gap that needs to be filled.
Keywords: teachers, online digital insecurity, children, digital literacy, school
Research Article
Amgad Ali Seif
EUR J INTERACT MULTIMED ED, Volume 1, Issue 2, Article No: e02008
ABSTRACT
This study was necessitated by the paucity of the data on the role of information and communication technology (ICT) in the Arab education system in Israel. The study was conducted as a cross-sectional survey among novice students from the three Arab teacher training colleges. The aim of the survey was to examine whether students’ perceptions reflect the skills associated with the concepts of digital competence and higher order thinking skills (HOTS). Data were collected through the closed-item and mixed-item questionnaires. Open-ended items had also the purpose to examine participants’ reasoning skills. The results of the pilot showed good internal reliability for a closed-item questionnaire (α < 0.72) and for a mixed-item one (α < 0.76). Both quantitative and qualitative results suggested that the majority of participants understood the relevance of ICT to their learning and other areas of life and demonstrated safe and responsible use of ICT. The findings suggested that participants were less skilled in the areas of independent learning, teamwork, and developing creativity through digital tools. The results of this survey gathered baseline information for further investigations intended to examine pre-service teachers’ digital competence and develop intervention measures.
Keywords: digital competence, higher order thinking, reasoning skills, ICT, Arab pre-service teachers, Israeli education