During the pandemic teachers employed an array of digital tools, including non-institutional ones, to maintain content delivery and promote interaction¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers used digital tools such as Kahoot!, Miro, Padlet, Mentimeter, and embedded chat to promote interaction in synchronous online classes, and video capsules, class recordings, and LMS materials for asynchronous content. → Carlos González 2023
Evidence¶
Carlos González 2023¶
Carlos González, Daniel Ponce, Violeta Fernández. (2023). Teachers' experiences of teaching online during COVID-19: implications for postpandemic professional development. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10200-9
q2 · i? · qualitative · r3
In the results section on the pedagogical application of digital technologies, the interview study reports teachers implemented strategies and "employed digital tools to promote interaction during synchronous online classes"; asynchronous delivery used video capsules, class recordings, and LMS uploads, with WhatsApp groups for between-session interaction.
"To overcome these problems, teachers implemented several strategies. Some teachers employed digital tools to promote interaction during synchronous online classes, given that interaction was difficult to achieve. Tools used for this purpose included Kahoot!, Miro, Padlet, Mentimeter, Online Surveys, and Online Group Rooms, among others."
Discussion¶
Related Claims¶
- Chilean teachers teaching online during COVID-19 deepened course design understanding and developed empathetic dispositions toward students — a broader claim this one bears on
- Teachers controlled instructional content in large virtual classes by creating interactive environments through questioning, student presentations and out-of-class discussions, and by using learner-centred methods such as breakout rooms, flipped classroom and case study techniques — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expanded-digital-tool-array-during-got |
title |
During the pandemic teachers employed an array of digital tools, including non-institutional ones, to maintain content delivery and promote interaction |
description |
During the pandemic teachers employed an array of digital tools, including non-institutional ones, to maintain content delivery and promote interaction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — carlos-gonzález-2023 |
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