Required Competencies for E-Learning among Science and Mathematics Supervisors: Post-Pandemic Features of Education

Autor/inn/en	Alhashem, Fatimah; Agha, Nasser; Mohammad, Anwar
Titel	Required Competencies for E-Learning among Science and Mathematics Supervisors: Post-Pandemic Features of Education
Quelle	In: International Journal of Information and Learning Technology, 39 (2022) 3, S.240-255 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alhashem, Fatimah) ORCID (Mohammad, Anwar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-07-2021-0108
Schlagwörter	Electronic Learning; Competence; Science Education; Mathematics Education; Supervisors; Technology Uses in Education; Technological Literacy; Technology Integration; Educational Technology; COVID-19; Pandemics; Foreign Countries; Attitudes; Elementary Secondary Education; Kuwait + Suchen Sie Ihr Suchwort? Kompetenz; Naturwissenschaftliche Bildung; Mathematische Bildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technisches Wissen; Unterrichtsmedien; Ausland; Attitude; Einstellung; Verhalten
Abstract	Purpose: The aim of this study was to measure the readiness of science and mathematics supervisors to utilize technology and online learning platforms for teachers' plans and professional development, during and after the period of the COVID-19 pandemic. Design/methodology/approach: To achieve this aim, the researchers developed a questionnaire comprising of 55 items based on the instruments used in pertinent studies. A mixed-methods research design was employed, whereby a quantitative online survey was supplemented by focus group discussions with selected supervisors. Survey data were subjected to one-way analysis of variance and t-test, while information obtained via focus groups was coded to identify common themes related to the obstacles and challenges supervisors face. Findings: When completing the survey, the supervisors approached proficiency using technology; however, focus group discussions revealed misconceptions related to e-leaning and limitations in their abilities to use technology in schools, as well as obstacles imposed by the structure and management of the educational system. Practical implications: These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices. Originality/value: These findings indicate that supervisors need support in acquiring the competencies required for integrating technology in education, and that their support to teacher community needs to be grounded in clear and systematic approaches and best educational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01