Pozo Juan-Ignacio, Cabellos Beatriz, Pérez Echeverría María Del Puy
Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain.
Department of Psychology (Evolutionary and Educational Psychology), King Juan Carlos University, Madrid, Spain.
PLoS One. 2024 Dec 12;19(12):e0311695. doi: 10.1371/journal.pone.0311695. eCollection 2024.
This longitudinal study delves into the impact of the COVID-19 pandemic on the utilization of digital tools in education, particularly focusing on the transition of classrooms into digital spaces. Three years after the lockdown, results from 144 primary and secondary teachers who also participated in a questionnaire during the lockdown indicate an expected decline in the frequency of using digital resources, particularly in attitude and assessment-related activities. Furthermore, activities centred around verbal and procedural learning continue to be teacher-centred. However, notably, experienced teachers using technologies exhibit a relative increase in the adoption of digital technologies for more student-centred activities, underscoring the significance of prior experience in effective technology integration. The study highlights the importance of teacher training to augment the incorporation of digital tools into the curriculum, promoting more effective teaching methodologies.
这项纵向研究深入探讨了新冠疫情对教育中数字工具使用的影响，尤其关注课堂向数字空间的转变。封锁三年后，144名在封锁期间也参与了问卷调查的中小学教师的调查结果显示，数字资源的使用频率出现了预期的下降，特别是在态度和评估相关活动方面。此外，围绕口头和程序学习的活动仍然以教师为中心。然而，值得注意的是，有经验的教师在使用技术时，在以学生为中心的活动中采用数字技术的比例相对增加，这凸显了先前经验在有效技术整合中的重要性。该研究强调了教师培训对于增加数字工具融入课程的重要性，以促进更有效的教学方法。
