Exploring Bhutanese Primary School Teachers' Technological Knowledge
Journal of Global Education and Research
; 7(2):116-130, 2023.
Article
in English
| ProQuest Central | ID: covidwho-2229467
ABSTRACT
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).
ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Teachers; Self Efficacy; Bhutan; Access to Computers; Pandemics; Technological Literacy; Online Courses; Foreign Countries; School Closing; COVID-19; Educational Technology; Barriers; Predictor Variables; Technology Uses in Education; Internet; Pedagogical Content Knowledge
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Observational study
/
Prognostic study
Language:
English
Journal:
Journal of Global Education and Research
Year:
2023
Document Type:
Article
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