ABSTRACT
The shift to distance learning has created unique perspectives and challenges to educational stakeholders specifically among teachers who are tasked with keeping teaching and learning on track despite their professional, technical, and personal concerns, and inadequate familiarity to the new learning modality. While these realities have been challenging the capability of teachers, they also open the doors for opportunities of levelling up to a new education landscape and harnessing potentials which may be useful for the furtherance of the teaching practices. The present qualitative study aims to document Science teachers’ perspectives, challenges and opportunities in the teaching of Science courses during the pandemic. It consists of the various insights, initiatives, coping strategies and actions, and opportunities of eight Filipino Science teachers towards securing a responsive and efficient learning management in the midst of the unforeseen challenges in the education sector brought by the impact of the COVID-19 pandemic. © 2022, North American Business Press. All rights reserved.
ABSTRACT
Being able to use ICT by physics, math, biology and chemistry teacher candidates is important in the Covid-19 pandemic situation. The purpose of the study was to examine the effects of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK) instrument variables on physics, math, biology, and chemistry teacher candidates. This study used a questionnaire consisting of 75 items to collect the data from 400 respondents. The data were analysed by using the Structural Equation Model-Partial Least Square (SEM-PLS). The findings indicated that there were positive relationships among the variables of the TPACK. Of the 18 variables that had been analysed, 12 variables had direct relationships with other variables, and 6 variables had no direct relationships. Of the 12 variables, there were 10 variables that had positive relationships and significant effects. © 2022, North American Business Press. All rights reserved.
ABSTRACT
This survey study utilized an extended Technology Acceptance Model (TAM) to understand factors affecting Social Media Use in Teaching English as a Foreign Language (SMU-TEFL) during the COVID-19 pandemic to help improve the integration of effective and efficient technology with traditional education methods. The initial survey instrument that was used was adapted from prior studies and was validated through content validity, piloted, and distributed to 287 EFL faculty members from ten Indonesian universities. Factor analyses (exploratory and confirmatory) were conducted to purify the instrument. Path analysis through Covariance-Based Structural Equation Modelling (CB-SEM) was used to assess correlations of the hypotheses which were supported by the Pearson correlation coefficient. The findings of the study informed a valid and reliable model that sufficiently explains variance to measure factors affecting SMU-TEFL during the Covid-19 pandemic. Six significant relationships out of eight hypothetical statements were confirmed and elaborated. It is recommended that future research be conducted in order to improve the integration of technology into TEFL courses, especially in pandemic situations. © 2022, Teaching English with Technology. All Rights Reserved.
ABSTRACT
In this study, we explored how teachers in elementary schools in urban and rural areas in Indonesia experienced teaching and learning during school closure or learning from home (LFH) period and examined the barriers that hindered the teaching and learning process in both contexts. We collected data through demographic profiles and semi-structured in-depth interviews with 18 teachers. We organized our analysis around their perspectives on teaching and learning during COVID-19 pandemic that they encountered emerged. Overall, an analysis of the text revealed that major themes related to the critical issues of (1) teaching and learning activities during school closure, (2) how teachers assess students' learning progress, (3) how teachers maintained students' motivation during learning from home period, (4) the most challenging subject to teach during the learning from home period, (5) support from school or the principals, parents' ability to assist children learn during the pandemic, and (6) barriers to teaching and learning during the learning from home period. Future research and policy implications are also discussed.