School of Management, Politecnico di Milano, Milan, Italy.
European Commission, Joint Research Center, Seville, Spain.
PLoS One. 2023 Jan 25;18(1):e0280494. doi: 10.1371/journal.pone.0280494. eCollection 2023.
The disruption caused by the Covid-19 pandemic generated an unprecedented situation, in which digital learning, in the form of Emergency Remote Teaching, was the only possible form of schooling. Italy soon decided to close schools as a measure to counter the spread of the virus. Although the Ministry of Education suggested general guidelines, school principals and teachers were autonomous in deciding how to best organise their educational activities. The first objective of our study is to identify subgroups of teachers, based on the use of digital tools during the Covid-19 emergency. Secondly, we explore how subgroups differ in terms of teachers' satisfaction and students' performance. To this end, we integrate information from an ad hoc survey completed by 1,407 primary and lower secondary teachers in Italy, with the students' standardised test scores provided by INVALSI. Data have been analysed through a 3-step latent class analysis. The findings reveal that one third of the teachers showed resistance to the use of digital technologies and focused mainly on asynchronous teaching. Teachers that used a broader set of digital instruments, instead, were more satisfied with their teaching practices. A more articulated use of technology for teaching activities was also positively associated with higher students' performance in 2021.
由新冠疫情引起的混乱造成了前所未有的局面，数字学习（即紧急远程教学）成为了唯一可行的教学形式。意大利很快决定关闭学校，以遏制病毒的传播。尽管教育部提出了一般性指导方针，但学校校长和教师在决定如何最好地组织教育活动方面拥有自主权。我们研究的首要目标是根据在新冠疫情紧急情况下使用数字工具的情况，确定教师的亚组。其次，我们探讨了在教师满意度和学生表现方面，这些亚组有何不同。为此，我们整合了意大利 1407 名小学和初中教师完成的一项特别调查的信息，以及 INVALSI 提供的学生标准化考试成绩。数据通过 3 步潜在类别分析进行了分析。研究结果表明，三分之一的教师对使用数字技术表现出抵触情绪，主要侧重于异步教学。相反，使用更广泛的数字工具的教师对其教学实践更满意。更具条理地使用技术开展教学活动也与 2021 年学生成绩的提高呈正相关。
