Öçal Tuğba, Halmatov Medera, Ata Samet
Preschool Education, Agri Ibrahim Cecen University, Agri, Turkey.
Educ Inf Technol (Dordr). 2021;26(6):6901-6921. doi: 10.1007/s10639-021-10551-x. Epub 2021 Apr 20.
COVID-19 has caused profound changes in various dimensions of people's lives. Education system is one of the areas affected most; and there have been profound changes mainly with regard to teachers, students and parents. The main purpose of this research is to analyse the effects of COVID-19 pandemic on ICT competences and experiences of classroom teachers and parents in various dimensions. Scales were developed to collect data for the research. The reliability of the scale was examined by calculating Cronbach Alpha coefficients; which were .690 and .793 for the Distance Education and Pandemic Scale; respectively. In the second study a total of 1345 people participated in the study, including 841 classroom teachers and 504 parents whose children attending primary schools. The findings of the second study revealed significant differences between teachers and parents. Based on the findings of the current study, following suggestions could be given; both parents and teachers should be informed and educated about ICT usage. Teachers should use digital applications like Web 2.0 tools which will direct them through interactive way of teaching.
新冠疫情给人们生活的各个方面带来了深刻变化。教育系统是受影响最严重的领域之一；主要在教师、学生和家长方面发生了深刻变化。本研究的主要目的是分析新冠疫情在各个维度上对课堂教师和家长的信息通信技术能力及体验的影响。为该研究开发了量表来收集数据。通过计算克朗巴哈α系数检验了量表的信度；远程教育与疫情量表的克朗巴哈α系数分别为0.690和0.793。在第二项研究中，共有1345人参与，其中包括841名课堂教师和504名孩子就读小学的家长。第二项研究的结果显示了教师和家长之间的显著差异。基于本研究的结果，可以给出以下建议：应该让家长和教师都了解并接受关于信息通信技术使用的教育。教师应使用如Web 2.0工具之类的数字应用程序，这些工具将通过互动式教学方式来引导他们。
