During ERT, teachers selected technologies based on familiarity, availability, functionality, and technical competence¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers' technology selection during ERT was driven by four factors: familiarity, availability, functionality, and technical competence, with most relying on existing practices rather than adopting new tools. → Henry Cook 2023

Evidence¶

Henry Cook 2023¶

Henry Cook, Tiffani Apps, Karley Beckman, Sue Bennett. (2023). Digital competence for emergency remote teaching in higher education: understanding the present and anticipating the future. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10194-4

q2 · i? · review · r2

Phase 1 thematic review of 15 empirical ERT studies (nine surveys and six case studies) found technology selection was shaped by these four factors. The review reports educators "refrained from adopting new technologies" and relied on existing day-to-day digital practices such as uploading recordings and synchronous messaging.

"Teachers selected technologies based on four factors: familiarity, availability, functionality, and technical competence. Teachers' selection of technologies for use during ERT was typically driven by familiarity with available technologies as several studies reported educators refrained from adopting new technologies to support learning and teaching"

Discussion¶

Related Claims¶

• ERT teachers recognised the impact of emotion, increased workload, and stretched goodwill on digital learning design and delivery — related
• Teachers tended to adopt district-provided tools, and single-application step-by-step training supported uptake of Forms — related
• Selecting appropriate digital technologies is the only ERT digital competence explicitly reflected in all ten Australian university frameworks — related