Teachers thought they were prepared for digital learning during the pandemic, but studies found their technological knowledge was lacking. Teachers scored poorly on technology competency tests, showing a lack of skills needed to incorporate technology into teaching. While teachers felt comfortable with some digital tools, many faced challenges with infrastructure issues, varying student access, and adapting pedagogical approaches for online learning. Institutional support is also key for teacher preparedness - teachers need training, resources, and a shared vision for online learning from their schools. Experience teaching online helps improve self-efficacy and skills, as new teachers struggle most with online communication and instructional techniques.
Teachers thought they were prepared for digital learning during the pandemic, but studies found their technological knowledge was lacking. Teachers scored poorly on technology competency tests, showing a lack of skills needed to incorporate technology into teaching. While teachers felt comfortable with some digital tools, many faced challenges with infrastructure issues, varying student access, and adapting pedagogical approaches for online learning. Institutional support is also key for teacher preparedness - teachers need training, resources, and a shared vision for online learning from their schools. Experience teaching online helps improve self-efficacy and skills, as new teachers struggle most with online communication and instructional techniques.
Teachers thought they were prepared for digital learning during the pandemic, but studies found their technological knowledge was lacking. Teachers scored poorly on technology competency tests, showing a lack of skills needed to incorporate technology into teaching. While teachers felt comfortable with some digital tools, many faced challenges with infrastructure issues, varying student access, and adapting pedagogical approaches for online learning. Institutional support is also key for teacher preparedness - teachers need training, resources, and a shared vision for online learning from their schools. Experience teaching online helps improve self-efficacy and skills, as new teachers struggle most with online communication and instructional techniques.
Teachers thought they were prepared for digital learning during the pandemic, but studies found their technological knowledge was lacking. Teachers scored poorly on technology competency tests, showing a lack of skills needed to incorporate technology into teaching. While teachers felt comfortable with some digital tools, many faced challenges with infrastructure issues, varying student access, and adapting pedagogical approaches for online learning. Institutional support is also key for teacher preparedness - teachers need training, resources, and a shared vision for online learning from their schools. Experience teaching online helps improve self-efficacy and skills, as new teachers struggle most with online communication and instructional techniques.
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TEACHER’S PREPAREDNESS TO SUPPORT DIGITAL LEARNING
Digital learning spans a wide range of tools and activities and refers to any instructional approach that effectively leverages technology to enhance a student's learning experience. Because of the COVID-19 pandemic, schools have been closed all throughout the world, forcing students to rely on online learning to keep up with their studies. The use of digital learning in educational settings has presented hurdles, particularly for underdeveloped nations in terms of improving human infrastructure and resources. Teachers thought they were culturally, technologically, and pedagogically prepared to undertake digital teaching and learning, according to the findings of this study. Teachers in rural locations were found to be the most affected by digital learning issues, according to the survey. Another issue arose as a result of pupils' varying levels of technological affordability, which mostly resulted in digital learning inequity. If teachers are not prepared to promote digital learning during the pandemic, problems will arise. The national overall average for teachers was 47.84/100, according to statistics from the 2012 Teaching Competencies Test (UKG). The score fell short of the passing mark of 70/100, showing that the professors lacked technological knowledge. This ideal concept is especially true for instructors, who find it challenging to keep up with the rising quantity of available ICT resources, let alone use them successfully as teaching and learning aids.As a result, in order to incorporate technology into their teaching, teachers must improve their technology knowledge and skills. In order to limit the spread of COVID-19, the pandemic has necessitated the implementation of electronic learning in education. Teachers play a critical role in the shift from face-to-face classroom teaching to digital learning in the supply of digital educational resources in this case. In online courses, educators must be able to help students with technology issues. The ability of teachers to use educational software and hardware, as well as efficient communication, are critical in dealing with these issues. Teachers should be well-versed in technology in order to achieve this goal. If the epidemic results in a new "worldview" in education, a teacher can help shape the younger generation's new learning worldview. The worldview in question is the paradigm for changing human awareness and incorporating modern technology into education, that may never occur without the need for a collection of instructors' views.
The technological, educational, and psychological components of teacher preparedness are also considered. The characteristics of technical gadgets and accompanying infrastructures are the main causes of technological issues. Smaller screen and resolution, input constraints, internet connectivity, compatibility, and other limits like as memory and storage, price, and network facility were mentioned as the five primary challenges with learning using mobile technology. It is the ability of the teacher to use technical software and hardware to facilitate teaching to the extent that they are comfortable with it.
Meanwhile, digital learning's focus on autonomy, independence, and self-direction leads to
pedagogical limitations. Because it might happen at any moment and in any location, it's tough to track and evaluate its results. As a result, the study's educational component is evaluated through the lens of knowledge of how to manipulate technology devices or media in a much more teenager learning environment. Teacher roles are defined in the teenager learning theory as selecting assignments, assisting students in collaboration, and providing formative feedback. To put it another way, these roles are negotiated based on the teacher's pedagogical readiness. Last but not least, psychological preparation is concerned with the emotional aspects of employing technology in the classroom.It's more about how enthusiastic teachers use technology to promote learning and see it as a possible habit. Teachers' attitudes are psychological elements that influence teachers' decisions to integrate technology, according to the findings of this study. Because it is linked to self-motivation and ideas, the mental barrier is regarded more difficult to overcome.
When it comes to shifting to OTL, researchers stressed the importance of institutional
support for higher education professors. Several studies have found that online teaching integration is linked to technological and pedagogical assistance, a school's goal for online learning, and effective leadership. A common vision of integrating online technology into educational processes, for example, might drive instructors to change, whereas a lack of organizational commitment to change can demoralize teachers and hinder change. Clearly, the transformation to OTL as a result of the COVID-19 disease outbreak was rushed, despite a number of key issues regarding institutional support, such as how instructors were educated to teach online, whether the organization had an educational vision for online learning, and how to sustain students learning online.Teachers in higher education, on the other hand, report receiving little help in designing, implementing, and maintaining online teaching programs, according to research. As a result, both teachers' judgments of their own knowledge and skills, as well as their perceptions of their institution's readiness, must be examined. Institutions had very little time to produce online content, technological infrastructures, and the essential pedagogical support for OTL because of the quick transition to online learning. Teachers' impressions of pedagogic assistance, guidance, and vision building regarding OTL, as well as the technological and pedagogical assistance relevant to the shift to OTL during the epidemic, are also significant components of contextual preparation.
Educators' general self-efficacy and attitudes about OTL are favorably correlated with prior teaching experience. More experienced "online" teachers, for example, have more belief in their pedagogical abilities to teach online. Simultaneously, new teachers reported significant difficulty with communication and interaction, as well as a lack of knowledge with effective online teaching and technology. A recent research of teachers' assessments of their preparation for OTL found that internet course development and facilitation, or elements of classroom instruction and presence, are influenced by previous online teaching experience. Self-efficacy was shown to be lower among those with little or no experience teaching online. Furthermore, academic staff with no or fewer than three year of OTL involvement were less knowledgeable of program community building and the processes and activities that support it, according to the data. These examples demonstrate that not only OTL adoption and practice, but also teachers' self-efficacy, are influenced by their OTL experience. Due to school closures caused by the epidemic, teachers believed they were prepared to manage digital learning. The technological, pedagogical, and behavioral readiness of teachers were used to determine their readiness. The majority of teachers had access to and knowledge of a digital teaching platform. They also used the technological platform to actively supply learning materials, participate in discussions, give comments, and administer exams.Furthermore, the majority of them showed initiative and a positive attitude toward using technology into the classroom.
