Are teachers techno-optimists or techno-pessimists? A pilot comparative among teachers in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay

Łukasz Tomczyk,Özgür Yaşar Akyar,Darwin Muñoz,Mariana Porta,Magali Arteaga,Solomon Sunday Oyelere,Vladimir Costas Jáuregui,Cibelle Albuquerque De La Higuera Amato

doi:10.1007/s10639-020-10380-4

Abstract

The aim of the article is to highlight the key elements related to the implementation of new technologies in education from the perspective of the opinions and experiences of educators in the field in Bolivia, Brazil, the Dominican Republic, Ecuador, Finland, Poland, Turkey, and Uruguay. The text compares issues related to attitudes towards the use of new media in education, experiences with different forms of e-learning, and the level of restrictions on the use of smartphones in school. These variables are juxtaposed with the self-assessment of digital competence and how cyberspace is used. The survey was conducted using a standardised survey questionnaire translated into the relevant national languages in the first half of 2019, and involved a sample of 873 teachers representing eight countries. On the basis of the pilot studies it was noted that: 1) Teachers from LAC and EU like to use digital media - this is a constant trend independent of geographical location; 2) Teachers note that new technologies are not always better than analogue didactic aids; 3) Teachers from selected countries (the Dominican Republic, Brazil, Turkey, and Uruguay) have much greater techno-optimism in themselves than teachers from Bolivia, Poland, Finland and Turkey in terms of the impact of ICT on student motivation and engagement; 4) In all countries teachers prefer free online courses (the different forms of e-learning are used most often by those in the Dominican Republic, and the least often in Bolivia and Poland); 5) In each country teachers who highly value their own digital competences and have a positive attitude towards new media use ICT much more actively; 6) There is also a global trend in that the extensive use of cyberspace (typical e-services) appears in combination with the extensive use of various forms of e-learning; 7) Teachers from Ecuador are most likely to want to ban the use of smartphones in schools. The most liberal approach in this respect is taken by the Uruguayans; 8) The knowledge of the conditions related to restricting the use of smartphones goes beyond the analyses related to the style of use and attitude towards new media. This article is the result of pilot studies conducted within the framework of the SMART ECOSYSTEM FOR LEARNING AND INCLUSION project carried out in selected Latin American, Caribbean (LAC) and European (EU) countries.

Highlights

In the world before Covid-19, the role of digital media in education was already increasing in scope, leading to an increase in discussions about the consequences of this shift towards the digital
In terms of how new media are used we explore the different ways employed by teachers when it comes to the use of new media such as publishing messages on the Internet, consuming Internet streaming
The aim of the research was to compare the declarations of teachers from three European countries (Finland, Poland, and Turkey) and five from Latin America and the Caribbean (Bolivia, Brazil, the Dominican Republic Ecuador, and Uruguay) on key elements related to the use of new digital technologies in learning, teaching

Summary

Introduction

In the world before Covid-19, the role of digital media in education was already increasing in scope, leading to an increase in discussions about the consequences of this shift towards the digital. The use of technology makes it possible to reduce physical or contextual distances such as relate to disability or socioeconomic disadvantage. This technological immersion requires from its users a specific set of competencies, skills and abilities in order to face present demands and, to achieve a better exercise of rights. In this perspective, the teacher stands out as the mediator of the teaching-learning process, and can be considered as a person who needs to mediate both aspects of technology and the learning process. It is essential that teachers acquire digital skills that allow them to develop and transmit their knowledge in this, the digital age. (Bond et al 2018)

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