Educational futures after COVID-19: Big tech and pandemic profiteering versus education for democracy

To address the dramatic economic contraction brought on by the global pandemic, governments at all levels have taken on tremendous debt in order to provide economic stability and prevent a more dramatic collapse. It is likely that, as the initial phase of the pandemic passes, familiar neoliberal austerity claims about the necessity to trim education budgets will gain greater force and acceptance. However, I suggest that these neoliberal policies demand sacrifices of the wrong constituency: Given that Big Tech has amassed huge sums of money over the course of the pandemic, how is it morally justifiable that tech companies benefit from the pandemic while educational institutions shoulder the financial fallout of pandemic government spending? In this paper, I first outline how Big Tech profits from the education sector during the pandemic even as it undermines the democratic function of education in doing so. I then situate these more specific critiques within a broader consideration of the role technology plays in undermining a democratic society. In conclusion, I argue that a pandemic profiteering tax for Big Tech represents the best short-term solution to get ahead of the "austerity curve” and ensure that the COVID-19 crisis serves as an opportunity to deepen our commitments to promoting the democratic function education. Without such commitments, the pandemic will become the turning point at which Big Tech effectively coopts public education for its own ends, to the detriment of democracy. My underlying claim is that technology is in conflict with both democracy and education. This runs against the widespread notion that technology will help promote learning, and that technology helps inform and connect people and therefore helps promote democracy. In what follows I dispel such notions. © The Author(s) 2022.

Infusing educational technologies in the heart of the university—A systematic literature review from an organisational perspective

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notes What is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies. However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution. There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation. What this paper adds This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs). This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs. This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs. Implications for practice and/or policy Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs. Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs. The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs. © 2022 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Use of Gamification in the Educational Program DigiCraft

From an increasingly early age, girls and boys handle technology, and digital education must become an essential part of the training of young people. The European Union has recognized that it is urgent to strengthen training in digital competence throughout Europe so that Member States can recover from the crisis caused by the Covid-19 pandemic, in addition to building the foundations for a more ecological and digital Europe. In line with European policies, Spain has designed a national plan for digital skills, providing a strategic framework aligned with the 2030 agenda and the Sustainable Development Goals (SDGs). From the private sector, digital education initiatives have also been proposed. Thus, the Vodafone Spain Foundation has designed and is carrying out an educational program for the development of digital competence. In this educational program, gamification is part of both the training activities and the evaluation process, and in both cases, it is understood as a strategy aimed to promote engagement to the training process. This chapter presents the educational program DigiCraft for the development of digital competence and the evaluation process designed to verify their acquisition, in which the game has a fundamental pedagogical role. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

YouTube and formal math learning. Perceptions of students in COVID-19 times

Educational mathematics videos on the Internet are a widespread resource among high school students. Research on the use of Video Lectures (VL) in university studies supports their effectiveness and identifies which criteria affect their usefulness and students' intention to use them. In the context of the COVID-19 pandemic, this study presents the perceptions of 220 secondary students regarding the usefulness of and intention to use VL. Based on a catalogue of mathematics VL and a hybrid methodology that combines the Technology Acceptance Model (TAM) with focus groups of students and their teachers, the results reveal that VL are perceived as a useful resource. Students and teachers demonstrated their intention to continue using them to learn and teach mathematics in the classroom. No significant differences between secondary years were found, but differences according to gender were, with the Perceived Usefulness (PU) being higher in the female than in the male participants. The presence of a teacher onscreen, as well as the duration and accuracy of the contents are fundamental criteria for all school years. The inclusion of animations, music, and humorous bits are important for younger students. The teachers attribute particular importance to the technical quality of VL.

Systematic literature review and bibliometric analysis on virtual reality and education.

The objective of this study is to identify and analyze the scientific literature with a bibliometric analysis to find the main topics, authors, sources, most cited articles, and countries in the literature on virtual reality in education. Another aim is to understand the conceptual, intellectual, and social structure of the literature on the subject and identify the knowledge base of the use of VR in education and whether it is commonly used and integrated into teaching-learning processes. To do this, articles indexed in the Main Collections of the Web of Science, Scopus and Lens were analyzed for the period 2010 to 2021. The research results are presented in two parts: the first is a quantitative analysis that provides an overview of virtual reality (VR) technology used in the educational field, with tables, graphs, and maps, highlighting the main performance indicators for the production of articles and their citation. The results obtained found a total of 718 articles of which the following were analyzed 273 published articles. The second stage consisted of an inductive type of analysis that found six major groups in the cited articles, which are instruction and learning using VR, VR learning environments, use of VR in different fields of knowledge, learning processes using VR applications or games, learning processes employing simulation, and topics published during the Covid-19 pandemic. Another important aspect to mention is that VR is used in many different areas of education, but until the beginning of the pandemic the use of this so-called "disruptive process" came mainly from students, Institutions were reluctant and slow to accept and include VR in the teaching-learning processes.

"What about special ed?": Barriers and enablers for teaching with technology in special education

Technology integration in school is an increasingly important equity issue, but little is known about how technology is used for teaching the 7 million K-12 special education students in the US (NCES, 2019). Though special education is often overlooked in technology integration research, what does exist suggests that technology use in schools often exacerbates opportunity gaps for students with disabilities (Ciampa, 2017;Dolan, 2016;Shaheen & Watulak, 2019). The rapid shift to remote learning during the COVID-19 pandemic offers an opportunity to better explore enablers and barriers to technology-enabled learning for special education (SPED) because of the widespread reliance on technology for teaching and learning. Using in-depth interviews (N = 20) with special educators during remote learning, the present study seeks to (1) describe important enablers and barriers for SPED teacher use of technology in K-12 before and during remote learning, (2) understand how structural, teacher, and student-level factors influence SPED teachers' opportunities for teaching with technology, and (3) highlight emerging problems for SPED populations in technology-enabled learning. Results suggest that the most prominent enablers and barriers for technology use in special education are structural (e.g., decision-making around teacher training and technology resources, structures for student digital literacy training), but manifest at the teacher and student levels. SPED teachers described significant barriers to providing accessible technology-enabled instruction, largely due to school-based structures for resource allocation, student digital literacy training, teacher training, decision-making for technology, SPED job roles, and home-school communication. Recommendations are made for providing high-quality digital learning for all students, especially students with diverse learning needs. • Special education technology integration is limited by district and school structures. • SPED students lacked access to devices, internet, software and digital literacy skills. • SPED teachers need more technology training and time to use technology. • Special education is often left out of school decision making about technology. • Home-school communication practices should be inclusive of language and device access. [ FROM AUTHOR]

Exploring Bhutanese Primary School Teachers' Technological Knowledge

The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers' perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study's findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = 0.008, [beta] = 0.236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = 0.001, [beta] = 0.306] were statistically significant predictors of technological knowledge (TK).

Commercial triage in public schooling: COVID-19, autonomy and ‘within system' inequality

The importance of commercial products increased in schools during the COVID-19 pandemic, particularly as leaders grappled with school closures. Pre-COVID principals viewed their schools as mainly procuring commercial services for administrative support and teacher professional development. After school closures, principals came to emphasise commercialisation as technological infrastructure, online learning platforms, video conferencing software and/or digital tools for community engagement. This shift was borne out of necessity as principals found themselves having to make ‘snap decisions' as to the products that could best support their school communities. This is a specific form of ‘triaging' as the pandemic required leaders with pedagogical and curricular expertise to make technical decisions. In systems where increasing autonomy has been offset by decreasing central support, the concern is that issues of access and utility of commercial products can be pernicious in rewarding the privileged and effectively punishing the least advantaged within public systems. [ FROM AUTHOR]

Faculty Perceptions of Blackboard Learn as the Main Platform for Teaching and Learning

During the past decade, higher education in the United Arab Emirates has seen increased integration of the newest educational technologies to facilitate the learning process. This can be a costly endeavor, often-substantial training is required to use the technologies, and improvements to educational quality because of their implementation are not easily measured. Research has found higher education faculty lack technological knowledge and skills, but less is known about how faculty perceive specific technologies. Learning management systems, such as Blackboard Learn (BBL), have previously been used to support the teaching and learning process, but during the COVID-19 pandemic and subsequent move to online learning, such systems often became the platform for all teaching and learning activities. This study aimed to investigate how BBL was being utilized and the perceptions held by faculty during this time in a higher education institute in the United Arab Emirates. Faculty were asked to assess items on a five-point scale and to write detailed answers to open-ended questions via an online survey. The results were generally positive;faculty were able to continue many of their teaching and learning activities. Faculty also reported on obstacles faced, however, these challenges often referred to the online learning mode, rather than specifically to BBL. Implications and recommendations are discussed. © 2022 IEEE.

What research tells us about leadership styles, digital transformation and performance in state higher education?

Purpose: Considering the current importance of leadership, digital transformation and performance in the changes state higher education institutions (HEIs) have been subject to, this study aims to present an analysis of how these three concepts have been related in the literature. Design/methodology/approach: This study proposes to study the state-of-the-art of research on leadership styles, digital transformation and performance in a single study, through a systematic literature review using two major databases, ISI Web of Science and Scopus. Findings: The results reveal that the most common leadership style in the articles analysed is transformational, the most studied dimension of performance is the one representing teaching and learning activities, and the most discussed aspects of digital transformation are those concerning online learning systems and various types of technology. Identifying gaps in the literature, a future research agenda is formulated. Originality/value: Amongst the theoretical implications of this study are the importance of understanding leadership styles and digital transformation for better understanding of state HEIs' performance as well as its dimensions, considering the relations found between these constructs. Therefore, there is greater theoretical advancement in the study of transformational leadership, diverse educational technologies, online teaching systems, global performance and teaching/learning.

Online argumentation-based learning aided by digital concept mapping during COVID-19: implications for health management teaching and learning

Purpose: The COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown. Design/methodology/approach: The students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled "Assimilation of service quality in health systems"). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions. Findings: Six themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning, (2) generating epistemic change, (3) social perspective-taking, (4) domain-based knowledge, (5) prior knowledge and experience, and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes. Originality/value: This study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.

Maximizing the student experience: moving forward with online learning

Online learning is not going away, in fact, it is growing exponentially. While some students and educators may have been forced into the online instructional realm under less-than-ideal circumstances due to COVID-19, the authors agree with Schwartzman (2020), who noted there is a benefit from this experience--shifting perspectives from a deficit-based view of online learning (i.e., it is categorically inferior to face-toface [FtF] instruction) to one in which educators leverage technology to make higher education more accessible and holistic, while preserving the potential for meaningful connection. In this article, the authors discuss how they believe educators can enhance students' learning experiences and encourage engagement in ways that can be successful and fulfilling for everyone involved.

Facilitating Preschoolers’ Emergent Literacy Development Through a Digital Library

From birth to preschool years, before the young children become conventional readers and writers, children are involved in a developmental process known as "emergent literacy," a concept that was coined by Marie Clay (a New Zealand scholar) in 1966. During this stage, children engage naturally in unconventional literacy behaviors such as pre-reading (e.g., pretend reading by retelling the story from looking at the illustrations) and pre-writing (e.g., drawing, scribbling, letter-like writing). These emergent literacy behaviors are considered foundational to children becoming competent readers and writers, as needed to succeed in formal schooling and beyond. Thus, the emergent literacy phenomenon has important implications for education practice. This developmental process is best mediated and optimized through positive social interactions with adults (e.g., shared book reading) and exposure to a literacy-rich environment with developmentally appropriate materials (e.g., storybooks). This article examines a preschool teacher facilitated emergent literacy development with her students during COVID-19 pandemic when schools were closed.

Think Outside the Lab: Modeling Graphene Quantum Dots in Pandemic Times

A computational laboratory experiment is carried out to investigate the size-, geometry-, and chemistry-dependent properties of small molecules known as polycyclic aromatic hydrocarbons (PAHs) at the Facultad de Ingeniería (Universidad Nacional de La Plata, UNLP), Buenos Aires, Argentina. This computational research was adapted for upper-division undergraduate and initial graduate education levels. Due to the adverse circumstances of the pandemic, students were challenged to perform theoretical calculations on a regular computer at home. They were able to model PAH molecules similar to graphene quantum dots (GQDs) and learn how to use various open and freely available softwares, including visual molecular dynamics (VMD), Avogadro, nanoHUB.org, and ORCA. Through these computational tools, students designed PAHs of various sizes, geometries, and functional groups in order to study some of their optoelectronic properties. They simulated UV-vis absorbance spectra based on changes in size, geometry, and chemistry at the edges of the GQDs. Students then calculated the energy of the HOMO-LUMO gap and compared using three different methods included in ORCA corresponding to Hartree-Fock (H-F) approximation, density functional theory (DFT), and time-dependent DFT (TD-DFT). Finally, based on the results obtained, students propose the construction of more efficient solar devices by tuning the size and geometry of GQDs.

Remote Learning: Challenges and Opportunities for Educators and Students in the New Normal

The occurrence of the global health crisis brought about by the COVID-19 pandemic has forced the education system around the world to consider remote learning. This mode of learning involves the use of advanced technology that entails an interactive learning experience in an online educational setup. This study aimed to determine the benefits gained and the challenges encountered by the teachers and students in remote learning. Findings showed that the respondents perceived several advantages ranging from personal benefits to improving overall performance while enjoying personal freedom to explore other things aside from academics. Although they had several challenges encountered, the opportunities it has brought to both students and teachers outweigh them all, which provide a prospect for a better student outcome having remote learning set up in the new normal.

Information Literacy and Metacognitive Abilities of Teachers: Case of a South African Rural School

The objective of this qualitative study was to assess the information literacy and metacognitive abilities of teachers in a rural school in South Africa. Data were collected through semi-structured interviews. Due to COVID-19 safety considerations, primary data was acquired from 10 teachers via semi-structured telephonic interviews. All participants' views were transcribed and analysed using thematic analysis to determine the similarities and differences in terms of their responses. The findings of the study amongst others revealed that despite the giant strides made by the South African government to digitize teaching and learning activities in schools, large proportion of rural teachers have phobia to use computer applications unassisted. Also, low self-evaluation, goal-setting and help-seeking/self-reflection were found to be metacognitive abilities which hamper their effective teaching skills via usability of ICT. The study concludes by recommending programmes such as cognitive development, emotional intelligence, computer-digital programming for all teachers in rural schools for optimal performance.

The Degree to Which Science Teachers in the Upper Basic Stage Practice the Required Roles in Light of the Digital Age Demands amidst COVID-19

The present study aimed to investigate the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID-19. To that aim, the descriptive survey approach was used in addition to a questionnaire of 30 items spread over 3 domains: technological, social and research, in a form of scale developed distinctly for gathering data. Reliability and validity of these items were verified. The sample of the study consisted of (143) male and female science teachers. The statistical treatment of data involved using the means, standard deviations, and three-way MANOVA. The results of the study showed that the degree to which science teachers in the upper basic stage practice the required roles in light of the digital age demands amidst COVID-19 pandemic was moderate. Technological domain ranked first with a mean of (3.90) and got a high degree. Social domain ranked second with a mean of (3.31) while Research domain ranked last with a mean of (2.54) and both got a moderate degree. The findings also indicated that there were no statistically significant differences in the science teachers' practice attributed to the variables of gender, experience and education sector. The study reached several recommendations, the most important of which is educating teachers about the importance of practicing the required roles in light of the digital age demands amidst COVID-19 pandemic.

Primary School Students' Views on Online Education

After the global pandemic, it seems that solutions found during the period have made people accept the idea that the school is not confined to four walls and that teaching services can be carried out in every environment. Identification of the problems related to this new teaching method, which is particularly unfamiliar to primary school students, and its positive aspects, will help education stakeholders to be informed about the points to be considered in their work with students with similar or newer education-teaching methods and in environments that might be adopted soon. The aim of this research is to examine the distance education activities of the 4th grade students studying in public primary schools affiliated to the Ministry of National Education of Turkey during the global pandemic period and their views on the problems they experience in this process in two different socio-economic environments. The research design is qualitative and phenomenological. Qualitative interview method was adopted while taking opinions of the students. A structured interview form was used while collecting the data. Study group of the research consists of 8 4th grade students who receives online education in primary schools in Antalya. In the analysis of the data, descriptive analysis method was preferred. Of the negative aspects recorded in the research, technology-related ones are prominent. It was found that internet connection problems for online education were on top of the ones faced by students.

An Analysis of the Relationship between University Students' Views on Distance Education and Their Computer Self-Efficacy

This study aims to examine the relationship between university students' views of distance education system and their computer self-efficacy in terms of some variables using Information Systems Success Model (ISSM) and Technology Acceptance Model (TAM). The study is important since the studies on the distance education system made with Unified Learning Style Model (ULSM) are limited in the COVID-19 pandemic period when distance education has become widespread. The views of university students on distance education and computer self-efficacy were examined in the study in accordance with the causal-comparative design, taking into account the variables of gender, year of study and academic achievement. Then, the correlation between the Technology Acceptance Model, participants' achievement levels and computer self-efficacy was explained. 895 students attending Necmettin Erbakan University Faculty of Applied Sciences undergraduate program participated in the study. While gathering data, previously tested Technology Acceptance and Information Systems Success Model Integration and Computer Self-efficacy scales were used by combining the components from both models.

Investigating the Technological Pedagogical Content Knowledge (TPACK) Skill among Arabic School Trainee Teachers in Online Assessment during COVID-19 Pandemic

TPACK (Technological Pedagogical Content Knowledge) is a crucial necessity for instructors and teachers during the teaching and learning process, particularly when using instructional technologies. The goal of this study is to learn more about the TPACK level of knowledge and skill among school trainee teachers in teaching Arabic language and conducting online teaching and assessment during the shutdown of schools in Malaysia due to COVID-19 Movement Restriction Control (MCO). The 32 final year students from the Kulliyyah of Education, International Islamic University Malaysia, were purposefully selected as trainee instructors (IIUM). They were assigned to teach practicum in several secondary schools in Selangor, Malaysia, in order to fulfil the Bachelor of Education degree's graduation requirement. Open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO, platforms used, and further suggestions to strengthen the use of educational technology in implementing online assessment of Arabic learning were used to investigate the teachers' knowledge about three main components of TPACK, which include technology, content, and pedagogy, as well as open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO. The findings and findings are helping to improve the trainee teachers' comprehension of their level of knowledge and skill in technology, pedagogy, and material in teaching Arabic, particularly during online instruction and assessment during the COVID-19 epidemic. The research could also help schools enhance their online learning techniques in preparation for post-COVID 19 schooling.