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Full-Text Articles in Educational Assessment, Evaluation, and Research
A Longitudinal Qualitative Study On Teachers’ Technology Barriers To Distance Learning: A School For Students With Dyslexia, Holli Bice, Hengtao Tang
A Longitudinal Qualitative Study On Teachers’ Technology Barriers To Distance Learning: A School For Students With Dyslexia, Holli Bice, Hengtao Tang
Journal of Educational Technology Development and Exchange (JETDE)
The purpose of this qualitative case study was to develop an account of teachers’ perception of barriers to technology integration throughout distance learning. COVID-19 pandemic forced schools to adopt distance learning to cope with the crisis, but whether teachers are prepared for this change is unknown. Therefore, this study described teachers’ experience of technology integration over the course of distance learning and identified the barriers they faced at a small, private school for students with dyslexia. The findings found distance learning influenced teachers’ technological knowledge, attitudes, and beliefs about technology integration. Barriers to technology integration were identified by all participants, …
Thinking Global, Acting Local, Ali Gohar Qazi
Thinking Global, Acting Local, Ali Gohar Qazi
Institute for Educational Development, Karachi
Ongoing or continuous professional development is essential for teachers to develop and maintain the knowledge base required to produce more powerful learning outcomes among their students. Research has shown that professional development is more effective and meaningful to teachers when it is content focused, involves active learning and collective participation, and when it is sustained in duration, instead of being top-down, episodic, or delivered as ‘one-shot’ training workshops.