The impact of the Covid-19 epidemic on the digitization process of teacher training
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Published:
Jun 1, 2021
Keywords:
higher education, pre-service teacher training, digital competence, remote teaching, covid-19
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Abstract
The digital revolution in the 21st century has a significant impact on higher education, especially on teacher training, and the Covid-19 pandemic has acted as a catalyst for this process. Institutions needed to find and apply digital solutions in a short time to implement distance or hybrid education as efficiently as possible. Yet, this has highlighted the importance and need for digital competence. The development of lecturers' and students' digital competence determined the quality and effectiveness of the education supported by digital technology. It also showed the inequalities of access and skills, while forcing everyone to learn, to try new tools and methods. The aim of our study is to place the distance and hybrid education of the pandemic, and its experiences in the digitalization process of higher education presenting the effects on certain areas of students' and teachers' digital competence. We also look at the longer-term directions and suggestions we can outline from the experience of the past year. Institutions need to pay attention to reducing digital inequalities between students, which is particularly important for students in the teacher training programs.
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Rausch, A., & Misley, H. (2021). The impact of the Covid-19 epidemic on the digitization process of teacher training. Iskolakultúra, 31(6), 62–71. Retrieved from https://iskolakultura.hu/index.php/iskolakultura/article/view/34659
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References
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Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. DOI: 10.1080/02619768.2020.1821184
Cohn, J., & Seltzer, B. (2020). Teaching Effectively During Times Of Disruption. Stanford University. https://crowdsource-tpc.com/teaching_resource/teaching-effectively-during-times-of-disruption-for-sis-and-pwr/ Utolsó letöltés: 2021.02.20.
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Correia, A. P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452. DOI: 10.1080/01587919.2020.1821607
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. DOI: 10.37074/jalt.2020.3.1.7.
DOS (2016). Magyarország Digitális Oktatási Stratégiája. A Kormány által 1536/2016. (X. 13.) Korm. határozattal a Digitális Jólét Program részeként elfogadott stratégia. https://2015-2019.kormany.hu/download/0/cc/d0000/MDO.pdf Utolsó letöltés: 2021.03.16
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Engeness, I. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96-114. DOI: 10.1080/02619768.2020.1849129
Europai Bizottság (2020a). Digitális oktatási cselekvési terv 2021–2027: Az oktatás és a képzés átalakítása a digitális kornak megfelelően. URL: https://eur-lex.europa.eu/legal-content/HU/TXT/PDF/?uri=CELEX:52020DC0624&from=EN Utolsó letöltés: 2021.03.19.
Europai Bizottság (2020b). Facing the Digital Transformation: Are Digital Skills Enough? URL: https://ec.europa.eu/info/publications/facing-digital-transformation-are-digital-skills-enough_en Utolsó letöltés: 2021.03.19.
European Data Portal (2020). Education during COVID-19; moving towards e-learning. URL: https://www.europeandataportal.eu/en/impact-studies/covid-19/education-during-covid-19-moving-towards-e-learning Utolsó letöltés: 2021.03.19.
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks JRC Scientific and Policy Reports. Seville: European Commission Joint Research Centre, Institute for Prospective Technological Studies.
Fletcher, G., & Griffiths, M. (2020). Digital transformation during a lockdown. International Journal of Information Management, 55, 102185. DOI: 10.1016/j.ijinfomgt.2020.102185
Gewin, V. (2021). Pandemic burnout is rampant in academia. Nature, 591(7850), 489-491. DOI: 10.1038/d41586-021-00663-2
Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283-299. DOI: 10.1177/0092055X20954263
Green, F. (2020). Schoolwork in lockdown: new evidence on the epidemic of educational poverty. Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). https://www.llakes.ac.uk/sites/default/files/67%20Francis%20Green%20Research%20Paper%20%28combined%20file%29.pdf Utolsó letöltés: 2021.03.15.
Guo, X., & Chen, Y. (2020, July). Evaluation of Occupant Comfort and Health in Indoor Home-Based Work and Study Environment. In International Conference on Human-Computer Interaction (pp. 480-494). Springer, Cham. DOI: 10.1007/978-3-030-59987-4_34
Horváth, L., Misley, H., Hülber, L., Papp-Danka, A., M. Pintér, T., & Dringó-Horváth, I. (2020). Tanárképzők digitális kompetenciájának mérése–a DigCompEdu adaptálása a hazai felsőoktatási környezetre. Neveléstudomány, 2, 5-25. DOI: 10.21549/NTNY.29.2020.2.1
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481. DOI: 10.1016/j.compedu.2013.06.008
Judge, S., & O’Bannon, B. (2008). Faculty integration of technology in teacher preparation: Outcomes of a development model. Technology, pedagogy and education, 17(1), 17-28. DOI: 10.1080/14759390701847435
Kay, R.H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408. DOI: 10.1080/15391523.2006.10782466
Király, O., Potenza, M. N., Stein, D. J., King, D. L., Hodgins, D. C., Saunders, J. B., ... & Demetrovics, Z. (2020). Preventing problematic internet use during the COVID-19 pandemic: Consensus guidance. Comprehensive Psychiatry, 100, 152180. DOI: 10.1016/j.comppsych.2020.152180
Kirschner, P., Wubbels, T., & Brekelmans (2008). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 435–477). New York: Springer Science/ Business Media.
Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. DOI: 10.1080/00313831.2012.726273
la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. DOI: 10.1080/02607476.2020.1803051
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of computer assisted learning, 29(5), 414-425. DOI: 10.1111/jcal.12030
Li, J., Wong, S. C., Yang, X., & Bell, A. (2020). Using feedback to promote student participation in online learning programs: Evidence from a quasi-experimental study. Educational Technology Research and Development, 68(1), 485-510. DOI: 10.1007/s11423-019-09709-9
Mishra, P. & Kereluik, K. (2011). What 21st Century Learning? A review and a synthesis. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3301-3312). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/36828/. Utolsó letöltés: 2021.03.16.
Mitchell, C., Friedrich, L., & Appleget, C. (2019). Preservice teachers’ blogging: collaboration across universities for meaningful technology integration. Teaching Education, 30(4), 356-372. DOI: 10.1080/10476210.2018.1486815
Montacute, R. (2020). Social Mobility and Covid-19: Implications of the Covid-19 Crisis for Educational Inequality. London: Sutton Trust.
Mutton, T., Mills, G., & McNicholl, J. (2006). Mentor skills in a new context: Working with trainee teachers to develop the use of information and communications technology in their subject teaching. Technology, Pedagogy and Education, 15(3), 337–352.
Nelson, M. J., Voithofer, R., & Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. DOI: 10.1016/j.compedu.2018.09.023
Nemzeti Infokommunikációs Stratégia’ (2014-2020). https://2010-2014.kormany.hu/download/b/fd/21000/Nemzeti%20Infokommunikációs%20Stratégia%202014-2020.pdf Utolsó letöltés: 2021.03.19.
Obringer, R., Rachunok, B., Maia-Silva, D., Arbabzadeh, M., Nateghi, R., & Madani, K. (2021). The overlooked environmental footprint of increasing Internet use. Resources, Conservation and Recycling, 167, 105389. DOI: 10.1016/j.resconrec.2020.105389
Pick, J., & Sarkar, A. (2016). Theories of the digital divide: Critical comparison. In 2016 49th Hawaii International Conference on System Sciences (HICSS) (pp. 3888-3897). IEEE.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870. DOI: 10.1016/ j.tate.2009.10.024
Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. https://psyarxiv.com/4fykt/ Utolsó letöltés: 2021.03.19.
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. DOI: 10.1016/j.compedu.2016.02.014
Serfőző, M., F. Lassú, Zs., Svraka, B., & Aggné Pirka, V. (2020). Az online térben is az emberi tényező a legfontosabb. Hallgatói visszajelzések a távolléti oktatásról. https://www.tok.elte.hu/dstore/document/1140/TÁVOK%20rövid%20beszámoló_kész.pdf Utolsó letöltés: 2021.03.15.
Serhan, D. (2020). Transitioning from Face-to-Face to Remote Learning: Students' Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. DOI: 10.46328/ijtes.v4i4.148
Swallow, M.J.C. (2020). Exploring Preservice Teachers’ Digital Citizenship. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1893-1898). Online: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215968/. Utolsó letöltés: 2021.03.19.
UNESCO (2014). UNESCO Education Strategy 2014-202. http://education2030-arab-states.org/PDF/42f1b29b-6b43-4944-9d8f-3782d0747bea_UNESCOEDStrategy2014-2021_ENاستراتيجيةاليونسكوللتربية2014-2021.pdf Utolsó letöltés: 2021.03.19.
UNESCO (2020). Distance learning strategies in response to COVID-19 school closures. URL: https://unesdoc.unesco.org/ark:/48223/pf0000373305?posInSet=86&queryId=N-4ada2751-ddcf-4975-a212-0ab9a742e0fd Utolsó letöltés: 2021.03.19.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Seville: Joint Research Centre.
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. DOI: 10.1080/02619768.2020.1821184
Cohn, J., & Seltzer, B. (2020). Teaching Effectively During Times Of Disruption. Stanford University. https://crowdsource-tpc.com/teaching_resource/teaching-effectively-during-times-of-disruption-for-sis-and-pwr/ Utolsó letöltés: 2021.02.20.
Cong, L. M. (2020). Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale. In Tertiary Education in a Time of Change (pp. 39-60). Springer, Singapore.
Correia, A. P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452. DOI: 10.1080/01587919.2020.1821607
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. DOI: 10.37074/jalt.2020.3.1.7.
DOS (2016). Magyarország Digitális Oktatási Stratégiája. A Kormány által 1536/2016. (X. 13.) Korm. határozattal a Digitális Jólét Program részeként elfogadott stratégia. https://2015-2019.kormany.hu/download/0/cc/d0000/MDO.pdf Utolsó letöltés: 2021.03.16
Dringó-Horváth Ida (2018). IKT a tanárképzésben: a magyarországi képzőhelyek tanárképzési moduljában oktatók IKT-mutatóinak mérése. Új Pedagógiai Szemle, 2018, 9-10. https://folyoiratok.oh.gov.hu/uj-pedagogiai-szemle/ikt-a-tanarkepzesben-a-magyarorszagi-kepzohelyek-tanarkepzesi-moduljaban Utolsó letöltés: 2021.03.19.
Engeness, I. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96-114. DOI: 10.1080/02619768.2020.1849129
Europai Bizottság (2020a). Digitális oktatási cselekvési terv 2021–2027: Az oktatás és a képzés átalakítása a digitális kornak megfelelően. URL: https://eur-lex.europa.eu/legal-content/HU/TXT/PDF/?uri=CELEX:52020DC0624&from=EN Utolsó letöltés: 2021.03.19.
Europai Bizottság (2020b). Facing the Digital Transformation: Are Digital Skills Enough? URL: https://ec.europa.eu/info/publications/facing-digital-transformation-are-digital-skills-enough_en Utolsó letöltés: 2021.03.19.
European Data Portal (2020). Education during COVID-19; moving towards e-learning. URL: https://www.europeandataportal.eu/en/impact-studies/covid-19/education-during-covid-19-moving-towards-e-learning Utolsó letöltés: 2021.03.19.
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks JRC Scientific and Policy Reports. Seville: European Commission Joint Research Centre, Institute for Prospective Technological Studies.
Fletcher, G., & Griffiths, M. (2020). Digital transformation during a lockdown. International Journal of Information Management, 55, 102185. DOI: 10.1016/j.ijinfomgt.2020.102185
Gewin, V. (2021). Pandemic burnout is rampant in academia. Nature, 591(7850), 489-491. DOI: 10.1038/d41586-021-00663-2
Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283-299. DOI: 10.1177/0092055X20954263
Green, F. (2020). Schoolwork in lockdown: new evidence on the epidemic of educational poverty. Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). https://www.llakes.ac.uk/sites/default/files/67%20Francis%20Green%20Research%20Paper%20%28combined%20file%29.pdf Utolsó letöltés: 2021.03.15.
Guo, X., & Chen, Y. (2020, July). Evaluation of Occupant Comfort and Health in Indoor Home-Based Work and Study Environment. In International Conference on Human-Computer Interaction (pp. 480-494). Springer, Cham. DOI: 10.1007/978-3-030-59987-4_34
Horváth, L., Misley, H., Hülber, L., Papp-Danka, A., M. Pintér, T., & Dringó-Horváth, I. (2020). Tanárképzők digitális kompetenciájának mérése–a DigCompEdu adaptálása a hazai felsőoktatási környezetre. Neveléstudomány, 2, 5-25. DOI: 10.21549/NTNY.29.2020.2.1
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481. DOI: 10.1016/j.compedu.2013.06.008
Judge, S., & O’Bannon, B. (2008). Faculty integration of technology in teacher preparation: Outcomes of a development model. Technology, pedagogy and education, 17(1), 17-28. DOI: 10.1080/14759390701847435
Kay, R.H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408. DOI: 10.1080/15391523.2006.10782466
Király, O., Potenza, M. N., Stein, D. J., King, D. L., Hodgins, D. C., Saunders, J. B., ... & Demetrovics, Z. (2020). Preventing problematic internet use during the COVID-19 pandemic: Consensus guidance. Comprehensive Psychiatry, 100, 152180. DOI: 10.1016/j.comppsych.2020.152180
Kirschner, P., Wubbels, T., & Brekelmans (2008). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 435–477). New York: Springer Science/ Business Media.
Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. DOI: 10.1080/00313831.2012.726273
la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. DOI: 10.1080/02607476.2020.1803051
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of computer assisted learning, 29(5), 414-425. DOI: 10.1111/jcal.12030
Li, J., Wong, S. C., Yang, X., & Bell, A. (2020). Using feedback to promote student participation in online learning programs: Evidence from a quasi-experimental study. Educational Technology Research and Development, 68(1), 485-510. DOI: 10.1007/s11423-019-09709-9
Mishra, P. & Kereluik, K. (2011). What 21st Century Learning? A review and a synthesis. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3301-3312). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/36828/. Utolsó letöltés: 2021.03.16.
Mitchell, C., Friedrich, L., & Appleget, C. (2019). Preservice teachers’ blogging: collaboration across universities for meaningful technology integration. Teaching Education, 30(4), 356-372. DOI: 10.1080/10476210.2018.1486815
Montacute, R. (2020). Social Mobility and Covid-19: Implications of the Covid-19 Crisis for Educational Inequality. London: Sutton Trust.
Mutton, T., Mills, G., & McNicholl, J. (2006). Mentor skills in a new context: Working with trainee teachers to develop the use of information and communications technology in their subject teaching. Technology, Pedagogy and Education, 15(3), 337–352.
Nelson, M. J., Voithofer, R., & Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. DOI: 10.1016/j.compedu.2018.09.023
Nemzeti Infokommunikációs Stratégia’ (2014-2020). https://2010-2014.kormany.hu/download/b/fd/21000/Nemzeti%20Infokommunikációs%20Stratégia%202014-2020.pdf Utolsó letöltés: 2021.03.19.
Obringer, R., Rachunok, B., Maia-Silva, D., Arbabzadeh, M., Nateghi, R., & Madani, K. (2021). The overlooked environmental footprint of increasing Internet use. Resources, Conservation and Recycling, 167, 105389. DOI: 10.1016/j.resconrec.2020.105389
Pick, J., & Sarkar, A. (2016). Theories of the digital divide: Critical comparison. In 2016 49th Hawaii International Conference on System Sciences (HICSS) (pp. 3888-3897). IEEE.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870. DOI: 10.1016/ j.tate.2009.10.024
Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. https://psyarxiv.com/4fykt/ Utolsó letöltés: 2021.03.19.
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. DOI: 10.1016/j.compedu.2016.02.014
Serfőző, M., F. Lassú, Zs., Svraka, B., & Aggné Pirka, V. (2020). Az online térben is az emberi tényező a legfontosabb. Hallgatói visszajelzések a távolléti oktatásról. https://www.tok.elte.hu/dstore/document/1140/TÁVOK%20rövid%20beszámoló_kész.pdf Utolsó letöltés: 2021.03.15.
Serhan, D. (2020). Transitioning from Face-to-Face to Remote Learning: Students' Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. DOI: 10.46328/ijtes.v4i4.148
Swallow, M.J.C. (2020). Exploring Preservice Teachers’ Digital Citizenship. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1893-1898). Online: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215968/. Utolsó letöltés: 2021.03.19.
UNESCO (2014). UNESCO Education Strategy 2014-202. http://education2030-arab-states.org/PDF/42f1b29b-6b43-4944-9d8f-3782d0747bea_UNESCOEDStrategy2014-2021_ENاستراتيجيةاليونسكوللتربية2014-2021.pdf Utolsó letöltés: 2021.03.19.
UNESCO (2020). Distance learning strategies in response to COVID-19 school closures. URL: https://unesdoc.unesco.org/ark:/48223/pf0000373305?posInSet=86&queryId=N-4ada2751-ddcf-4975-a212-0ab9a742e0fd Utolsó letöltés: 2021.03.19.