TEACHERS’ TECHNOLOGY INTEGRATION AND DISTANCE LEARNING ADOPTION AMIDST THE COVID-19 CRISIS: A REFLECTION FOR THE OPTIMISTIC FUTURE

Yıl 2021, Cilt: 22 Sayı: 2, 26 - 41, 01.04.2021

Imam Fitri Rahmadı

https://doi.org/10.17718/tojde.906472

Cited By: 10

Öz

All of a sudden, teachers and students around the globe have to deal with distance learning amidst the
coronavirus disease 2019 (COVID-19) crisis. It is becoming increasingly important to understand teachers’
technology integration and distance learning adoption after a sudden implementation of the working-fromhome
policy as a precaution towards the further transmission of the virus. The present study examines
the issues particularly regarding the used technologies, the process of distance learning, and the teachers’
distance learning adoption levels. This study was conducted using an online survey involving 572 teachers
in Indonesia. The results reveal that teachers tend to use devices and applications for remote instruction
that already they used for daily life, and global applications are more likely chosen by teachers for managing
virtual classrooms rather than the local ones. The teachers stand on an enhancement level of technology
integration thus yet integrate technology as a transformation of learning. Most teachers have immediately
prepared for teaching remotely when the working-from-home policy has been implemented so that they can
be categorised as early adopters of distance learning. Teachers’ agility in adopting distance learning during
the crisis raises an optimistic signal to effectively adapt and adopt remote instruction to formal school
environments in the future. Since the current study has only examined teachers in one country regardless of
teaching subjects and school levels, a cross-national study on a specific subject and school level is needed in
the next study.

Anahtar Kelimeler

Teachers’ technology integration, distance learning adoption, distance learning, coronavirus disease 2019 (COVID-19) crisis

Kaynakça

• Adegbenro, J. B., & Olugbara, O. O. (2019). Investigating Computer Application Technology Teachers’ Procedural Knowledge and Pedagogical Practices in ICT- Enhanced Classrooms. Africa Education Review, 16(1), 1–18. Scopus. https://doi.org/10.1080/18146627.2017.1394516
• Adewara, A. J., & Lawal, O. (2015). New technologies and science teachers education within the context of distance learning: A case study for the university of Lagos. Turkish Online Journal of Distance Education, 16(3), 48–60. Scopus.
• Adnan, M., Kalelioglu, F., & Gulbahar, Y. (2017). Assessment of a Multinational Online Faculty Development Program on Online Teaching: Reflections of Candidate E-Tutors. Turkish Online Journal of Distance Education, 18(1), 22–22. https://doi.org/10.17718/tojde.285708
• Ahmed, S. T. S. (2019). Chat and Learn: Effectiveness of Using WhatsApp as a Pedagogical Tool to Enhance EFL Learners Reading and Writing Skills. International Journal of English Language and Literature Studies, 8(2), 61–68. https://doi.org/10.18488/journal.23.2019.82.61.68
• Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519–524. https://doi.org/10.1016/j.chb.2012.10.017
• Alinurdin, & Rahmadi, I. F. (2018). Implementasi Kurikulum 2013 pada Sekolah Menengah Pertama di Kota Tangerang Selatan. Jurnal Pendidikan Kewarganegaraan, 5(2), 117. https://doi.org/10.32493/ jpkn.v5i2.y2018.p117-136