Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

The Perceived Self-Efficacy of Teachers in the Use of Digital Tools during the COVID-19 Pandemic: A Comparative Study between Spain and the United States

The Perceived Self-Efficacy of Teachers in the Use of Digital Tools during the COVID-19 Pandemic:... This study analyzed the use of fifteen groups of digital tools that 197 active teachers made during the sudden shift to remote instruction due to the COVID-19 quarantine orders placed by various health departments in Spain and the United States. The study also examined the impact that the use of digital tools had on teachers’ perceived self-efficacy. A quantitative research design was used, supported by an exploratory descriptive approach that materializes in the application of an online questionnaire during the spring of 2020. The results indicate that perceived self-efficacy differs from country of origin and is conditioned by sociodemographic variables such as the training received and type of center. It is noted that teachers in Spain prefer the use of Moodle or Escholarium over that of teachers in the United States that opted for Google Classroom as a primary platform for teaching online, and the frequency of use of digital tools analyzed does not guarantee that their implementation is effective. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Behavioral Sciences Multidisciplinary Digital Publishing Institute

The Perceived Self-Efficacy of Teachers in the Use of Digital Tools during the COVID-19 Pandemic: A Comparative Study between Spain and the United States

The Perceived Self-Efficacy of Teachers in the Use of Digital Tools during the COVID-19 Pandemic: A Comparative Study between Spain and the United States

Behavioral Sciences , Volume 13 – Mar 2, 2023

Abstract

This study analyzed the use of fifteen groups of digital tools that 197 active teachers made during the sudden shift to remote instruction due to the COVID-19 quarantine orders placed by various health departments in Spain and the United States. The study also examined the impact that the use of digital tools had on teachers’ perceived self-efficacy. A quantitative research design was used, supported by an exploratory descriptive approach that materializes in the application of an online questionnaire during the spring of 2020. The results indicate that perceived self-efficacy differs from country of origin and is conditioned by sociodemographic variables such as the training received and type of center. It is noted that teachers in Spain prefer the use of Moodle or Escholarium over that of teachers in the United States that opted for Google Classroom as a primary platform for teaching online, and the frequency of use of digital tools analyzed does not guarantee that their implementation is effective.

Loading next page...
 
/lp/multidisciplinary-digital-publishing-institute/the-perceived-self-efficacy-of-teachers-in-the-use-of-digital-tools-noIFDwQ006

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Multidisciplinary Digital Publishing Institute
Copyright
© 1996-2023 MDPI (Basel, Switzerland) unless otherwise stated Disclaimer Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. Terms and Conditions Privacy Policy
ISSN
2076-328X
DOI
10.3390/bs13030213
Publisher site
See Article on Publisher Site

Abstract

This study analyzed the use of fifteen groups of digital tools that 197 active teachers made during the sudden shift to remote instruction due to the COVID-19 quarantine orders placed by various health departments in Spain and the United States. The study also examined the impact that the use of digital tools had on teachers’ perceived self-efficacy. A quantitative research design was used, supported by an exploratory descriptive approach that materializes in the application of an online questionnaire during the spring of 2020. The results indicate that perceived self-efficacy differs from country of origin and is conditioned by sociodemographic variables such as the training received and type of center. It is noted that teachers in Spain prefer the use of Moodle or Escholarium over that of teachers in the United States that opted for Google Classroom as a primary platform for teaching online, and the frequency of use of digital tools analyzed does not guarantee that their implementation is effective.

Journal

Behavioral SciencesMultidisciplinary Digital Publishing Institute

Published: Mar 2, 2023

Keywords: self-efficacy; teacher training; remote instruction

There are no references for this article.