TY - JOUR
T1 - Teaching inside a digital classroom
T2 - A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines
AU - Alieto, Ericson
AU - Abequibel Encarnacion, Bernadeth
AU - Estigoy, Edison
AU - Balasa, Keir
AU - Eijansantos, Abee
AU - Torres Toukoumidis, Angel
N1 - Publisher Copyright:
© 2024 The Authors
PY - 2024/1/30
Y1 - 2024/1/30
N2 - This study delves into the attitudes of educators toward online teaching, their technological proficiency, and access to technology, with a particular emphasis on examining potential gender distinctions. Employing a quantitative-descriptive-correlational research design, this research meticulously examines the intricate relationships among these variables. The primary objectives of this investigation involve scrutinizing teachers' attitudes toward online instruction, evaluating their technological competency, and gauging their accessibility to technology. The results reveal that, by and large, teachers exhibit a moderately favorable disposition toward online teaching, signifying their eagerness to embrace this pedagogical approach. Furthermore, these educators demonstrate a commendable level of technological competence, showcasing their adeptness in harnessing technology for instructional purposes. In the context of technological accessibility, most teachers report encountering minimal impediments; however, science teachers disclose relatively restricted access. A gender-based analysis of the data suggested a notable absence of significant disparities in attitudes, technological proficiency, and access between male and female educators. This finding substantiates the assertion that gender exerts a negligible influence on shaping teachers' perspectives regarding online teaching and their technological adeptness. Moreover, this research revealed a substantial positive correlation between teachers' attitudes toward online teaching and their technological competence, as well as their access to technology. This implies that educators endowed with enhanced technological proficiency and enhanced access are more likely to harbor favorable attitudes toward online teaching. The implications of these findings underscore the paramount significance of supporting teachers in augmenting their technological competence while simultaneously ensuring equitable access to technology resources. These two factors emerge as pivotal catalysts for facilitating the seamless integration of online teaching into contemporary education. In the era of the COVID-19 pandemic, where online instruction has become indispensable, the imperative for ongoing professional development and support has become unmistakably evident. This study calls for a sustained commitment to nurturing and further enhancing teachers' affirmative attitudes toward online teaching to effectively navigate the ever-evolving landscape of education.
AB - This study delves into the attitudes of educators toward online teaching, their technological proficiency, and access to technology, with a particular emphasis on examining potential gender distinctions. Employing a quantitative-descriptive-correlational research design, this research meticulously examines the intricate relationships among these variables. The primary objectives of this investigation involve scrutinizing teachers' attitudes toward online instruction, evaluating their technological competency, and gauging their accessibility to technology. The results reveal that, by and large, teachers exhibit a moderately favorable disposition toward online teaching, signifying their eagerness to embrace this pedagogical approach. Furthermore, these educators demonstrate a commendable level of technological competence, showcasing their adeptness in harnessing technology for instructional purposes. In the context of technological accessibility, most teachers report encountering minimal impediments; however, science teachers disclose relatively restricted access. A gender-based analysis of the data suggested a notable absence of significant disparities in attitudes, technological proficiency, and access between male and female educators. This finding substantiates the assertion that gender exerts a negligible influence on shaping teachers' perspectives regarding online teaching and their technological adeptness. Moreover, this research revealed a substantial positive correlation between teachers' attitudes toward online teaching and their technological competence, as well as their access to technology. This implies that educators endowed with enhanced technological proficiency and enhanced access are more likely to harbor favorable attitudes toward online teaching. The implications of these findings underscore the paramount significance of supporting teachers in augmenting their technological competence while simultaneously ensuring equitable access to technology resources. These two factors emerge as pivotal catalysts for facilitating the seamless integration of online teaching into contemporary education. In the era of the COVID-19 pandemic, where online instruction has become indispensable, the imperative for ongoing professional development and support has become unmistakably evident. This study calls for a sustained commitment to nurturing and further enhancing teachers' affirmative attitudes toward online teaching to effectively navigate the ever-evolving landscape of education.
KW - Access to technology
KW - Attitude
KW - Gender
KW - Online teaching
KW - Technological competence
UR - http://www.scopus.com/inward/record.url?scp=85182903242&partnerID=8YFLogxK
U2 - 10.1016/j.heliyon.2024.e24282
DO - 10.1016/j.heliyon.2024.e24282
M3 - Article
AN - SCOPUS:85182903242
SN - 2405-8440
VL - 10
JO - Heliyon
JF - Heliyon
IS - 2
M1 - e24282
ER -