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Sarah Bailey-Belafonte; Cerita Buchanan-Grayer – International Journal of Education and Development using Information and Communication Technology, 2025
The social work profession has steadily integrated information and communication technologies (ICT) into aspects of its practice and training curriculum. The COVID-19 pandemic increased social workers' use of ICT and intensified discussions about its applicability within the discipline, especially concerning client care services. In Jamaica,…
Descriptors: Foreign Countries, Caseworkers, Social Work, Technology Integration
Michelle R. Kaufman; Xiaobin Zhou; Gayane Yenokyan; Deborah K. Levine; Kate Wright; Maritza Salcido; Michael Garringer; Lori-Ann Palen – Mentoring & Tutoring: Partnership in Learning, 2024
The COVID-19 pandemic prompted many youth mentoring programs to offer digital services (e-mentoring). The sustained success of these efforts depended, in large part, on organizations' digital readiness. Although there are established, broad measures of digital readiness, mentoring organizations have unique requirements for readiness that have not…
Descriptors: Mentors, COVID-19, Pandemics, Technology Integration
Timotheou, Stella; Miliou, Ourania; Dimitriadis, Yiannis; Sobrino, Sara Villagrá; Giannoutsou, Nikoleta; Cachia, Romina; Monés, Alejandra Martínez; Ioannou, Andri – Education and Information Technologies, 2023
Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems…
Descriptors: Educational Technology, COVID-19, Pandemics, Electronic Learning
Gomez-Trigueros, Isabel Maria – Contemporary Educational Technology, 2023
This paper analyzes the professional ethical knowledge of teachers in the use of technologies by teachers in training. Based on the disciplinary pedagogical technological knowledge (TPACK) model, it is intended to measure the correct inclusion of technologies in the classroom. For this, a descriptive exploratory methodological design study was…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Knowledge Level, Ethics
Elmaadaway, Mohamed Ali Nagy; Abouelenein, Yousri Attia Mohamed – Education and Information Technologies, 2023
Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Electronic Learning, Distance Education
Helen Crompton; Diane Burke; Christine Nickel; Agnes Chigona – Asian Journal of Distance Education, 2024
Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous…
Descriptors: Technology Integration, Models, Holistic Approach, COVID-19
Edouard, Gusman – TechTrends: Linking Research and Practice to Improve Learning, 2023
The demand for postsecondary and online courses is rising, requiring colleges and universities to turn to technology to keep up with the trend. In 2020, the COVID-19 pandemic accelerated the higher education transition to online teaching, forcing faculty to use technology to teach. Although technology is ubiquitous in higher education and…
Descriptors: Mentors, College Faculty, Educational Technology, Technology Uses in Education
Hinsey, Jonell R. – ProQuest LLC, 2023
This case study examines the perceptions of faculty members who shifted their on ground courses into an online environment during the initial stage of the pandemic. Findings revealed that faculty felt their prior use of technology was beneficial in transitioning their courses to online, along with their ability to overcome challenges and…
Descriptors: Teacher Attitudes, Online Courses, COVID-19, Pandemics
Kempton, Caitlin Cassen – ProQuest LLC, 2023
The COVID-19 pandemic changed teachers' lesson delivery and students' learning approaches. This shift resulted in significant challenges in integrating technology in the post-COVID-19 classroom. The need for teachers' guidance in using technology to enhance learning in the classroom is significant. The following questions were answered in this…
Descriptors: COVID-19, Pandemics, Students with Disabilities, Technology Integration
Sevgi Aydin-Gunbatar; Neslihan Kaplan; Fatma Nur Akin – Research in Science Education, 2024
This study aimed to examine the integration of four elementary science teachers' technological pedagogical content knowledge (TPACK) components during emergency remote teaching. Data sources included teaching video recordings and stimulated interviews conducted after analyzing the teachers' teaching videos. The data were analyzed by identifying…
Descriptors: Elementary School Science, Science Teachers, Pedagogical Content Knowledge, Technological Literacy
Richardson, Jayson W.; Watts, Jeremy Lucian Daniel; Sterrett, William L. – Journal of Educational Administration, 2021
Purpose: The purpose of this study was to better understand the challenges faced by leaders who have demonstrated excellence in integrating technology into teaching and learning in P-12 schools in the United States. Design/methodology/approach: This case study of technology savvy P-12 school principals provides insights into how building leaders…
Descriptors: Principals, Technological Literacy, Technology Integration, Educational Practices
Johanna Munyanyo; Clement Simuja – Africa Education Review, 2024
This study explored the experiences of rural secondary school teachers in Namibia during emergency remote teaching (ERT) owing to the COVID-19 pandemic. The TPACK framework and sociocultural theory were used. Semi-structured interviews and focus group discussions with 26 rural teachers revealed that despite the availability of technological tools…
Descriptors: Rural Schools, Secondary School Teachers, Technology Integration, Technology Uses in Education
Harshith B. Nair – Online Submission, 2024
Purpose: This chapter explores the transformation of teacher education in India to enhance student-teacher interactions within virtual learning environments (VLEs). It aims to address the challenges and opportunities posed by the digital shift in education, particularly in the wake of the COVID-19 pandemic, and emphasizes the need for pre-service…
Descriptors: Foreign Countries, Teacher Education Programs, Teacher Student Relationship, Preservice Teachers
Devrim Akgunduz; Aysegül Kinik Topalsan – Higher Learning Research Communications, 2024
Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020-2021 academic…
Descriptors: Educational Technology, Technology Uses in Education, Teacher Competencies, Technological Literacy
Eli-Chukwu, Ngozi Clara; Igbokwe, Innocent Chiawa; Ifebude, Barnabas; Nmadu, Daniel; Iguodala, Wilfred; Uma, Uzubi; Onyeneke, Robert Ugochukwu; Akudo, Florence Ukamaka – Journal of Applied Research in Higher Education, 2023
Purpose: The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study…
Descriptors: Foreign Countries, Higher Education, COVID-19, Pandemics