Abstract
In the context of the pandemic generated by the COVID-19 (SARS-CoV-2), the global education system is currently facing an unprecedented situation which has proven to be difficult to be managed - closing schools and identifying alternative on-line methods in order to continue the educational process. Therefore, teachers, students and parents have become actors playing new roles to which they have to adapt as well and fast as possible. Innovative solutions, good practices, teaching staff creativity and a receptive attitude are fully used and exploited. The way in which the lessons, the strategies and the instruments used in teaching, learning and assessment are developed has to relate to a series of variables: digital skills - competences of teachers and students, their attitude toward modern available technological means, ways for customizing the instructive process and learning conditions. The teachers have to turn students into trustworthy and responsible parties, as active partners in the process of their own formation. The proposed research aims to identify - from the psychological point of view - the perceived self-efficacy among teachers in relation to the use of mobile technology in education, in the context of working just from home. The sample of the research consisted on 125 teachers, having different ages and background in Science and Technology, who carry out educational activities both in urban and rural areas.
Highlights
In December 2019, in China (Wuhan, Hubei), there was an outbreak of coronavirus disease (COVID-19), caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which spread throughout more than 200 states of the world, within three months
Mobile technology has been called to fight against the coronavirus disease, in a period when learning institutions are closed - one of the first measures for trying to limit the COVID-19 pandemic
The operationalization of the abovementioned concept of perceived self-efficacy has been covered by defining of the following variables: (a) the competences to use mobile technology for didactic purposes; (b) the ability to identify suitable educational applications for teaching purposes; (c) the ability to better explain difficult concepts with the help of mobile technology; (d) the ability to stimulate students to learn better with the help of mobile technology
Summary
Appana (2008) described distance education as “a formal learning activity conducted when students and teachers are separated by (geographical or temporal) distance and supported by communication technologies (television, computers, e-mail and mail) - on-line learning falling under this broader framework”. A study - conducted by Bartolic-Zlomislic & Bates (1999) - shows that “the didactical process carried out on-line is more time consuming; an important benefit is that students learn the content of the courses, on the one hand, and improve their writing, digital and time management skills, on the other hand”. One of the variables on which successful on-line educational activities depend and influencing the level of involvement and the motivation of teachers is represented by the feeling of the perceived selfefficacy. The self-efficacy is a concept introduced in Psychology by Albert Bandura (1977), considering that “people’s convictions - in regard to their capacity to achieve certain purposes - influence their success in relation to the planned activity” (Butler-Bowdon, 2017). The ones with a lower level of perceived self-efficacy invest less effort and give up when they consider that their chances of success are inexistent
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