University of South Florida (USF) M3 Publishing
Abstract
Every day, technological proficiency is becoming an increasingly essential skill in almost every career field. Those of us who have been called, as teachers and educational researchers, to guide the scholarship of the next generation, understand the importance of helping students succeed in today’s world. It would be difficult to find an educator who does not want their students to excel in their educational endeavors and future professional lives. However, many teachers are just not equipped to translate this increased integration of technology into their everyday classroom practices, which is necessary for the success of this new generation of students. These 21st century students enjoy and engage with well-designed technology-based learning experiences, practices which also improve teacher effectiveness. However, teacher training and classroom practices have not kept pace with the rapid changes in technology. This paper shares the results of our original research on the specific technology tools used by teachers in remote instruction forced by the COVID-19 pandemic. Additionally, we analyzed teacher questionnaire data from the 2018 International Computer and Information Literacy Study (ICILS). Our purpose in both studies was to determine factors which may influence the use and perceptions of technology as a teaching tool. Our conclusions argue that new teacher training should, by default, standardize the use of educational technology in schools, and emphasize the need for meeting students in the digital learning space where they exist.
DOI
https://www.doi.org/10.5038/9781955833042
Recommended Citation
Olivo, L. I., & Alexander, K. C. (2021). When left to their own devices: Exploring teacher preference for digital learning tools. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–6). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
