Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions

• Published in: Cogent education Vol. 8; no. 1
• Main Authors: Christopoulos, Athanasios, Sprangers, Pieter
• Format: Journal Article
• Language: English
• Published: Abingdon Cogent 01-01-2021; Cogent OA; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Coronaviruses; COVID-19; Distance Education; Educational Objectives; Educational research; Educational Technology; Electronic Learning; Elementary School Teachers; Game Based Learning; gamification; Information Technology; Instructional Design; Intelligent Tutoring Systems; Learning; mathematics education; Mathematics Instruction; Pandemics; primary school; Secondary Education; secondary school; Secondary School Teachers; Technology Integration; Technology-enhanced learning
• ISSN: 2331-186X; 2331-186X
• DOI: 10.1080/2331186X.2021.1964690

This study analyzes the integration of an educational technology platform and relates the difficulties faced amidst the Covid-19 pandemic. Initially, we sought to identify the chief barriers educators face when considering the adoption of Information and Communication Technology (ICT). Factors influencing primary and secondary education teachers' (n = 15) and students' (n = 335) perspectives on ICT integration for mathematics instruction were identified and analyzed from the perspective of different contexts (school vs home) and circumstances (in-person vs remote learning). Although we acknowledge the need for immediate decisions by educational stakeholders to facilitate online learning, our findings indicate the necessity of (a) careful examination of the features of potential platforms or tools and (b) a trial of such features prior to integration within an educational system. From an instructional design perspective, educational technologists should pay special attention to the degree of gamification, especially beyond the primary school level, as it may negatively impact incentives for student interaction and engagement. Where possible, the integration of technology should be driven by pedagogical goals and not technological pressures.