Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines
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 e...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2024-01-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S240584402400313X |
| _version_ | 1827360922068320256 |
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| author | Ericson Alieto Bernadeth Abequibel-Encarnacion Edison Estigoy Keir Balasa Abee Eijansantos Angel Torres-Toukoumidis |
| author_facet | Ericson Alieto Bernadeth Abequibel-Encarnacion Edison Estigoy Keir Balasa Abee Eijansantos Angel Torres-Toukoumidis |
| author_sort | Ericson Alieto |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T06:56:28Z |
| format | Article |
| id | doaj.art-f4cdda7df8dc4992ab476af1d87ae846 |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-03-08T06:56:28Z |
| publishDate | 2024-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-f4cdda7df8dc4992ab476af1d87ae8462024-02-03T06:36:49ZengElsevierHeliyon2405-84402024-01-01102e24282Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplinesEricson Alieto0Bernadeth Abequibel-Encarnacion1Edison Estigoy2Keir Balasa3Abee Eijansantos4Angel Torres-Toukoumidis5Western Mindanao State University, Philippines; Corresponding author.Western Mindanao State University, PhilippinesXi'an University of Technology, ChinaJose Rizal Memorial State University, PhilippinesZamboanga State College of Marine Sciences and Technology, PhilippinesUniversidad Politécnica Salesiana, EcuadorThis 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.http://www.sciencedirect.com/science/article/pii/S240584402400313XAttitudeTechnological competenceAccess to technologyOnline teachingGender |
| spellingShingle | Ericson Alieto Bernadeth Abequibel-Encarnacion Edison Estigoy Keir Balasa Abee Eijansantos Angel Torres-Toukoumidis Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines Heliyon Attitude Technological competence Access to technology Online teaching Gender |
| title | Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines |
| title_full | Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines |
| title_fullStr | Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines |
| title_full_unstemmed | Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines |
| title_short | Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines |
| title_sort | teaching inside a digital classroom a quantitative analysis of attitude technological competence and access among teachers across subject disciplines |
| topic | Attitude Technological competence Access to technology Online teaching Gender |
| url | http://www.sciencedirect.com/science/article/pii/S240584402400313X |
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