Research Article
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Digital teaching and learning: Exploring primary school teachers’ approaches, sources of concern & expectations

Year 2022, , 808 - 824, 10.12.2022
https://doi.org/10.31681/jetol.1156717

Abstract

Concerning the use of digital technologies in education, the COVID-19 pandemic acted as a catalyst for rethinking educational policies. With the shift to emergency remote teaching, schools experienced a paradigm shift in delivering education. School leaders and teachers found themselves in the necessity of quick adaptation to various new modes, from using digital/online platforms to responding to the needs and expectations of their students. The experience led to contingency plans in the process and shed some light on the future-oriented plans and scenarios in education, which accelerated the use of digital technologies in education. In parallel with those, professional development courses and support provided for teachers have grown in number, variety, and extent. In this regard, the current study aims to examine primary school teachers’ approaches to digital teaching & learning, their sources of concern, and their expectations from effective professional development courses based on their remote/digital teaching experiences. A focus group, a qualitative research method, was used in the study with a sample of primary school teachers. The findings were revealed under four themes: Transition to digital teaching & learning; obstacles of the digital environment as a teacher/learner; opportunities of the digital environment as a teacher/learner; expectations from PD opportunities.

Supporting Institution

This study is prepared as part of the European Union Erasmus+ Project DigiSEL - Digitally Improving Social and Emotional Skills of Primary School Teachers.

Project Number

Project number 2020-1-TR01-KA226-SCH-098576.

References

  • Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: effective student engagement strategies. Education Sciences, 11(1), 24.
  • Akbaba Altun, S. & Bulut, M. (2021). School principals' learnings from Covid-19 pandemic. i.e.: inquiry in education 13(2). Retrieved from: https://digitalcommons.nl.edu/ie/vol13/iss2/4
  • An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers' feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational technology research and development, 69(5), 2589-2613. https://doi.org/10.1007/s11423-021-10008-5.
  • Baker, C., Gentry, J. & Larmer, W. (2016). A model for online support in classroom management: perceptions of beginning teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 6(1), 22-37.
  • Barron, M., Cobo, C., Munoz-Najar, A. & Ciarrusta, I.S. (2021, February 18). The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study. Retrieved from: https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross
  • Bierman, K. L., Mathis, E. T., & Domitrovich, C. E. (2018). Serving the needs of young children with social, emotional, and behavioral needs: a commentary. School Mental Health, 10(3), 254-263. https://doi.org/10.1007/s12310-018-9265-4
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet (London, England) 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
  • Burgin, X.D., Coli, S. & Daniel, M.C. (2022). Ecuadorian and Uruguayan teachers’ perceptions and experiences of teaching online during COVID. International Journal of Comparative Education and Development, 24(1), 54-68.
  • Cardullo, V., Wang, C. & Burton, M. & Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Jrnl of Rsrch Inno Teach & Lrn., 14(1), 32-45.
  • Carrión-Martínez, J.J., Pinel-Martínez, C., Pérez-Esteban, M.D. & Román-Sánchez, I.M. (2021). Family and school relationship during COVID-19 pandemic: a systematic review. Int. J. Environ. Res. Public Health, 18, 11710.
  • Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.
  • Dolighan, T. & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95-116.
  • Fidan, M. (2021). COVID-19 and primary school 1st grade in Turkey: starting primary school in the pandemic based on teachers' views. Journal of Primary Education, 3(1), 15-24. https://doi.org/10.52105/temelegitim.3.1.2
  • Gravett, S., & Petersen, N. (Eds.). (2022). Future-proofing teacher education: voices from South Africa and beyond. London: Routledge.
  • Jelinska, M. & Paradowski, M.B. (2021). Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: the relative impact of educator demographics and professional adaptation and adjustment. Front. Psychol. 12(648443).
  • Jones, S.M. & Kahn, J. (2017). The evidence base for how we learn: supporting students’ social, emotional, and academic development. The Aspen Institute National Commission on Social, Emotional, and Academic Development.
  • Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Educ. Sci. 10(165). doi:10.3390/educsci10060165
  • Karaferye, F. (2022). Kriz zamanlarında eğitim liderlerinin öğretmenlerin mesleki iyi oluş halini desteklemedeki rolüne bakış. Alanyazın, 3(1), 125-138.
  • Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ, 311. https://doi.org/10.1136/bmj.311.7000.299
  • Kurt, G., Atay, D. & Öztürk, H.A. (2022) Student engagement in K12 online education during the pandemic: The case of Turkey. Journal of Research on Technology in Education, 54:sup1, S31-S47, DOI: 10.1080/15391523.2021.1920518
  • Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park: Sage.
  • Middleton, K.V. (2020). The longer-term impact of COVID-19 on K–12 student learning and assessment. Educational Measurement: Issues and Practices, 39(3), 41-44.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks: Sage.
  • Miller, K.E. (2021). A light in students’ lives: K-12 teachers’ experiences (re)building caring relationships during remote learning. Online Learning, 25(1), 115-134. https://doi.org/10.24059/olj.v25i1.2486
  • MoNE [Ministry of National Education in Türkiye]. (2022a). EBA TV ilkokul, ortaokul ve lise kanalları (EBA TV primary school, middle school and high school channels). Retrieved from: http://eba.gov.tr/
  • MoNE [Ministry of National Education in Türkiye]. (2022b). Öğretmen ve yöneticilerin kapsayıcı eğitim bağlamında uzaktan eğitim süreçlerinde tasarım ve yönetim becerilerinin geliştirilmesi (Developing design and management skills of teachers and administrators in distance education processes in the context of inclusive education). Retrieved from: https://oygm.meb.gov.tr/www/ogretmen-ve-yoneticilerin-kapsayici-egitim-baglaminda-uzaktan-egitim-sureclerinde-tasarim-ve-yonetim-becerilerinin-gelistirilmesi/icerik/1008
  • MoNE [Ministry of National Education in Türkiye]. (2020). Minister discusses education plan during covid-19 process with his European counterparts. Retrieved from: https://www.meb.gov.tr/minister-discusses-education-plan-during-covid-19-process-withhis-european counterparts/haber/21957/en
  • Moore, S.A., Faulkner, G., Rhodes, R.E. et al. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: a national survey. Int J Behav Nutr Phys Act, 17, 85. https://doi.org/10.1186/s12966-020-00987-8
  • Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J.P. & Akmal, M. (2021). Remote learning during COVID-19: lessons from today, principles for tomorrow. Washington, D.C.: World Bank Group.
  • Murphy, E., Rodríguez-Manzanares, M.A. & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42, 583-591. https://doi.org/10.1111/j.1467-8535.2010.01112.x
  • OECD [Organisation for Economic Co-operation and Development]. (2021). Using digital technologies for early education during COVID-19: OECD Report for the G20 2020 Education Working Group. Paris: OECD Publishing. https://doi.org/10.1787/fe8d68ad-en.
  • OECD [Organisation for Economic Co-operation and Development]. (2020). Country Note: Turkey. “School education during Covid-19: were teachers and students ready?”. Retrieved from: https://www.oecd.org/education/coronavirus-education-country-notes.htm
  • OECD [Organisation for Economic Co-operation and Development]. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
  • Oplatka, I. & Crawford, M. (2022). Principal, let’s talk about emotions: some lessons COVID-19 taught us about emergency situations and leadership. International Journal of Leadership in Education, 25(1), 162-172. DOI: 10.1080/13603124.2021.2014981
  • Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri.
  • Özer, M. (2020). Educational policy actions by the ministry of national education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage Publications.
  • Rodriguez, M.B., Cobo, C., Muñoz- Najar, A. & Sánchez Ciarrusta, I. (2021). Remote learning during the global school lockdown: multi-country lessons. Washington, D.C.: World Bank Group.
  • Sarı, M.H. & Saralar-Aras, İ. (2022). A case study on online teaching during the Covid-19 pandemic perceived by primary school teachers. International Journal of Psychology and Educational Studies, 9(2), 440-449. https://dx.doi.org/10.52380/ijpes.2022.9.2.705
  • Schleicher, A. (2020). The impact of COVID-19 on education - insights from education at a glance 2020. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
  • Schleicher, A. (2018). World class: How to build a 21st-century school system, strong performers and successful reformers in education. Paris: OECD Publishing.
  • Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
  • Smith, N. & Klerk, E.D. (2022). Teachers’ perceptions and policy directives for transformative teacher leadership initiatives during and beyond Covid-19. School Leadership & Management, DOI: 10.1080/13632434.2022.2088490.
  • Smith, L. & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management: Formerly School Organisation, 32(1), 57-71.
  • Spoel, I., Noroozi, O., Schuurink, E. & Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid 19-pandemic in the Netherlands. European Journal of Teacher Education, DOI: 10.1080/02619768.2020.1821185.
  • Supporting Child and Student Social, Emotional, Behavioral, and Mental Health Needs Report, (2021). U.S. Department of Education, Office of Special Education and Rehabilitative Services. Retrieved from https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf
  • Şahin-Durmaz, P. & Kunt, N. (2022). Making wonders with burned fingers: The experiences of ELT teachers during the online education process. Journal of Educational Technology & Online Learning, 5(1), 144-168.
  • Tindowen, D.J. (2019). Influence of empowerment on teachers’ organizational behaviors. European Journal of Educational Research, 8(2), 617-631. DOI: 10.12973/eu-jer.8.2.617
  • Tümen-Akyıldız, S., & Ahmed, K.H. (2021). An overview of qualitative research and focus group discussion. Journal of Academic Research in Education, 7(1), 1-15. DOI: 10.17985/ijare.866762
  • WEF [World Economic Forum] (2021). Technology futures: projecting the possible, navigating what’s next. https://www.weforum.org/reports/technology-futures-projecting-the-possible-navigating-whats-next/
  • Wong, C. & Fitzgerald, J.C. (2022). Lessons learned from educators of English as a second language in the U.S. during Covid-19: providing inclusive space for all educators. International Journal of Inclusive Education, DOI: 10.1080/13603116.2022.2077462.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Kitabevi.
Year 2022, , 808 - 824, 10.12.2022
https://doi.org/10.31681/jetol.1156717

Abstract

Project Number

Project number 2020-1-TR01-KA226-SCH-098576.

References

  • Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M. A., Majumdar, R., & Ogata, H. (2021). Emergency online learning in low-resource settings: effective student engagement strategies. Education Sciences, 11(1), 24.
  • Akbaba Altun, S. & Bulut, M. (2021). School principals' learnings from Covid-19 pandemic. i.e.: inquiry in education 13(2). Retrieved from: https://digitalcommons.nl.edu/ie/vol13/iss2/4
  • An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers' feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational technology research and development, 69(5), 2589-2613. https://doi.org/10.1007/s11423-021-10008-5.
  • Baker, C., Gentry, J. & Larmer, W. (2016). A model for online support in classroom management: perceptions of beginning teachers. Administrative Issues Journal: Connecting Education, Practice, and Research, 6(1), 22-37.
  • Barron, M., Cobo, C., Munoz-Najar, A. & Ciarrusta, I.S. (2021, February 18). The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study. Retrieved from: https://blogs.worldbank.org/education/changing-role-teachers-and-technologies-amidst-covid-19-pandemic-key-findings-cross
  • Bierman, K. L., Mathis, E. T., & Domitrovich, C. E. (2018). Serving the needs of young children with social, emotional, and behavioral needs: a commentary. School Mental Health, 10(3), 254-263. https://doi.org/10.1007/s12310-018-9265-4
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet (London, England) 395(10227), 912-920. https://doi.org/10.1016/S0140-6736(20)30460-8
  • Burgin, X.D., Coli, S. & Daniel, M.C. (2022). Ecuadorian and Uruguayan teachers’ perceptions and experiences of teaching online during COVID. International Journal of Comparative Education and Development, 24(1), 54-68.
  • Cardullo, V., Wang, C. & Burton, M. & Dong, J. (2021). K-12 teachers’ remote teaching self-efficacy during the pandemic. Jrnl of Rsrch Inno Teach & Lrn., 14(1), 32-45.
  • Carrión-Martínez, J.J., Pinel-Martínez, C., Pérez-Esteban, M.D. & Román-Sánchez, I.M. (2021). Family and school relationship during COVID-19 pandemic: a systematic review. Int. J. Environ. Res. Public Health, 18, 11710.
  • Creswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.
  • Dolighan, T. & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95-116.
  • Fidan, M. (2021). COVID-19 and primary school 1st grade in Turkey: starting primary school in the pandemic based on teachers' views. Journal of Primary Education, 3(1), 15-24. https://doi.org/10.52105/temelegitim.3.1.2
  • Gravett, S., & Petersen, N. (Eds.). (2022). Future-proofing teacher education: voices from South Africa and beyond. London: Routledge.
  • Jelinska, M. & Paradowski, M.B. (2021). Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: the relative impact of educator demographics and professional adaptation and adjustment. Front. Psychol. 12(648443).
  • Jones, S.M. & Kahn, J. (2017). The evidence base for how we learn: supporting students’ social, emotional, and academic development. The Aspen Institute National Commission on Social, Emotional, and Academic Development.
  • Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Educ. Sci. 10(165). doi:10.3390/educsci10060165
  • Karaferye, F. (2022). Kriz zamanlarında eğitim liderlerinin öğretmenlerin mesleki iyi oluş halini desteklemedeki rolüne bakış. Alanyazın, 3(1), 125-138.
  • Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ, 311. https://doi.org/10.1136/bmj.311.7000.299
  • Kurt, G., Atay, D. & Öztürk, H.A. (2022) Student engagement in K12 online education during the pandemic: The case of Turkey. Journal of Research on Technology in Education, 54:sup1, S31-S47, DOI: 10.1080/15391523.2021.1920518
  • Lincoln, Y.S. & Guba, E.G. (1985). Naturalistic inquiry. Newbury Park: Sage.
  • Middleton, K.V. (2020). The longer-term impact of COVID-19 on K–12 student learning and assessment. Educational Measurement: Issues and Practices, 39(3), 41-44.
  • Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis. Thousand Oaks: Sage.
  • Miller, K.E. (2021). A light in students’ lives: K-12 teachers’ experiences (re)building caring relationships during remote learning. Online Learning, 25(1), 115-134. https://doi.org/10.24059/olj.v25i1.2486
  • MoNE [Ministry of National Education in Türkiye]. (2022a). EBA TV ilkokul, ortaokul ve lise kanalları (EBA TV primary school, middle school and high school channels). Retrieved from: http://eba.gov.tr/
  • MoNE [Ministry of National Education in Türkiye]. (2022b). Öğretmen ve yöneticilerin kapsayıcı eğitim bağlamında uzaktan eğitim süreçlerinde tasarım ve yönetim becerilerinin geliştirilmesi (Developing design and management skills of teachers and administrators in distance education processes in the context of inclusive education). Retrieved from: https://oygm.meb.gov.tr/www/ogretmen-ve-yoneticilerin-kapsayici-egitim-baglaminda-uzaktan-egitim-sureclerinde-tasarim-ve-yonetim-becerilerinin-gelistirilmesi/icerik/1008
  • MoNE [Ministry of National Education in Türkiye]. (2020). Minister discusses education plan during covid-19 process with his European counterparts. Retrieved from: https://www.meb.gov.tr/minister-discusses-education-plan-during-covid-19-process-withhis-european counterparts/haber/21957/en
  • Moore, S.A., Faulkner, G., Rhodes, R.E. et al. (2020). Impact of the COVID-19 virus outbreak on movement and play behaviours of Canadian children and youth: a national survey. Int J Behav Nutr Phys Act, 17, 85. https://doi.org/10.1186/s12966-020-00987-8
  • Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J.P. & Akmal, M. (2021). Remote learning during COVID-19: lessons from today, principles for tomorrow. Washington, D.C.: World Bank Group.
  • Murphy, E., Rodríguez-Manzanares, M.A. & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42, 583-591. https://doi.org/10.1111/j.1467-8535.2010.01112.x
  • OECD [Organisation for Economic Co-operation and Development]. (2021). Using digital technologies for early education during COVID-19: OECD Report for the G20 2020 Education Working Group. Paris: OECD Publishing. https://doi.org/10.1787/fe8d68ad-en.
  • OECD [Organisation for Economic Co-operation and Development]. (2020). Country Note: Turkey. “School education during Covid-19: were teachers and students ready?”. Retrieved from: https://www.oecd.org/education/coronavirus-education-country-notes.htm
  • OECD [Organisation for Economic Co-operation and Development]. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
  • Oplatka, I. & Crawford, M. (2022). Principal, let’s talk about emotions: some lessons COVID-19 taught us about emergency situations and leadership. International Journal of Leadership in Education, 25(1), 162-172. DOI: 10.1080/13603124.2021.2014981
  • Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St Louis, MO: University of Missouri.
  • Özer, M. (2020). Educational policy actions by the ministry of national education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage Publications.
  • Rodriguez, M.B., Cobo, C., Muñoz- Najar, A. & Sánchez Ciarrusta, I. (2021). Remote learning during the global school lockdown: multi-country lessons. Washington, D.C.: World Bank Group.
  • Sarı, M.H. & Saralar-Aras, İ. (2022). A case study on online teaching during the Covid-19 pandemic perceived by primary school teachers. International Journal of Psychology and Educational Studies, 9(2), 440-449. https://dx.doi.org/10.52380/ijpes.2022.9.2.705
  • Schleicher, A. (2020). The impact of COVID-19 on education - insights from education at a glance 2020. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
  • Schleicher, A. (2018). World class: How to build a 21st-century school system, strong performers and successful reformers in education. Paris: OECD Publishing.
  • Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
  • Smith, N. & Klerk, E.D. (2022). Teachers’ perceptions and policy directives for transformative teacher leadership initiatives during and beyond Covid-19. School Leadership & Management, DOI: 10.1080/13632434.2022.2088490.
  • Smith, L. & Riley, D. (2012). School leadership in times of crisis. School Leadership & Management: Formerly School Organisation, 32(1), 57-71.
  • Spoel, I., Noroozi, O., Schuurink, E. & Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid 19-pandemic in the Netherlands. European Journal of Teacher Education, DOI: 10.1080/02619768.2020.1821185.
  • Supporting Child and Student Social, Emotional, Behavioral, and Mental Health Needs Report, (2021). U.S. Department of Education, Office of Special Education and Rehabilitative Services. Retrieved from https://www2.ed.gov/documents/students/supporting-child-student-social-emotional-behavioral-mental-health.pdf
  • Şahin-Durmaz, P. & Kunt, N. (2022). Making wonders with burned fingers: The experiences of ELT teachers during the online education process. Journal of Educational Technology & Online Learning, 5(1), 144-168.
  • Tindowen, D.J. (2019). Influence of empowerment on teachers’ organizational behaviors. European Journal of Educational Research, 8(2), 617-631. DOI: 10.12973/eu-jer.8.2.617
  • Tümen-Akyıldız, S., & Ahmed, K.H. (2021). An overview of qualitative research and focus group discussion. Journal of Academic Research in Education, 7(1), 1-15. DOI: 10.17985/ijare.866762
  • WEF [World Economic Forum] (2021). Technology futures: projecting the possible, navigating what’s next. https://www.weforum.org/reports/technology-futures-projecting-the-possible-navigating-whats-next/
  • Wong, C. & Fitzgerald, J.C. (2022). Lessons learned from educators of English as a second language in the U.S. during Covid-19: providing inclusive space for all educators. International Journal of Inclusive Education, DOI: 10.1080/13603116.2022.2077462.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Kitabevi.
There are 52 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Figen Karaferye 0000-0003-3449-032X

Project Number Project number 2020-1-TR01-KA226-SCH-098576.
Publication Date December 10, 2022
Published in Issue Year 2022

Cite

APA Karaferye, F. (2022). Digital teaching and learning: Exploring primary school teachers’ approaches, sources of concern & expectations. Journal of Educational Technology and Online Learning, 5(4), 808-824. https://doi.org/10.31681/jetol.1156717


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