Personal and Community Values Crucial for Emergency Tech Use in Education
Translated & summarized from Maariv by baba
A new study by Professors Arnon Hershkovitz and Ella Daniel reveals that teachers' personal openness to change and a school's innovative climate are key to effectively using technology for emergency remote education. The research, conducted three years after the October 7th attacks, found that these factors predict teachers' sense of capability and success. The study also highlights the complex interplay between personal values and school support systems in the adoption of educational technology during crises.
The story in 5 lines · by baba
- Teachers' personal openness to change and school innovation climate aid emergency tech adoption.
- A new study by Professors Arnon Hershkovitz and Ella Daniel explores emergency remote teaching.
- The education system was unprepared for the October 2023 sudden shift to remote learning.
- Personal values like caring for others impact teachers' sense of success with technology.
- Policymakers should foster innovative school climates for effective tech integration.
A new study highlights the importance of personal and community values in teachers' adoption of technology for emergency remote instruction, three years after the October 7th attacks. Researchers found that teachers' openness to change and a school climate of innovation significantly aid in embracing technology during crises. However, the impact of support systems is more complex.
The study, conducted by Professors Arnon Hershkovitz and Ella Daniel, notes that the sudden shift to remote learning in October 2023, despite prior experience during the COVID-19 pandemic, caught the education system unprepared. Reports indicated gaps in computer infrastructure, a lack of digital skills among educators, and high rates of student disengagement.
Personal values related to openness to change, learning, and creativity were found to predict teachers' sense of capability and success in adopting technology. Similarly, a school environment that encourages experimentation and new habits fosters more effective technological integration during emergencies.
Interestingly, the research revealed interactions between personal and school values. In schools lacking an innovative climate, personal openness to change could compensate, boosting teachers' sense of capability. Furthermore, teachers with personal values of caring for others and commitment to social justice reported greater success in adopting technology, particularly in schools lacking strong support systems. Conversely, in supportive environments, these same teachers felt less successful, possibly due to higher expectations or difficulty meeting all student needs.
The findings suggest that school administrators and policymakers should foster innovative school climates and be aware of how personal values influence teachers' feelings of efficacy and success. Supporting teachers whose personal values might lead to frustration is also recommended, ultimately enriching the educational system's focus on personal and community values.