Abstract
In face of the COVID-19 pandemic, over 1.5 billion students were affected by the closure of school institutions in 191 countries worldwide (UNESCO, COVID-19), forcing educational institutions to migrate quickly to online and virtual teaching formats. This article aims to analyze the importance of Digital Information and Communication Technologies (DICT) in the teaching-learning process during the COVID-19 pandemic. This paper uses an analytical-interpretive method to provoke reflections that may help researchers, educators, tutors, and administrators to understand the challenges and technological innovations that were developed and experienced during this crisis, as well as implications for the future of remote synchronous delivery. In our analyses, it was observed that it is not enough to have access to the latest technological resources in order to have an effective online learning experience. It is necessary to provide opportunities to students and professors to develop a new learning path, using information and communication technologies that are gradually shifting from corporate environments to an educational context.
Technology can become the “wings” that will allow the educational world to fly farther and faster than ever before—if we will allow it.
Jenny Arledge
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Adams, J., Khan, H. T., Raeside, R., & White, D. I. (2007). Research methods for graduate business and social science students. SAGE.
Arledge. (2015). Two Way Street: An Applied Research Study on the Effects of Increased Parent and Community Involvement Activities on Student Academic Growth in Mathematics at South Lee Middle School. Electronic Theses and Dissertations, 1642.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), em0060. https://doi.org/10.29333/pr/7937
Bissolotti, K., Nogueira, H. G., & Pereira, A. T. C. (2014). Potencialidades das mídias sociais e da gamificação na educação a distância. RENOTE-Revista Novas Tecnologias na Educação, 12(2), 223–224.
Bowen, J. A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. Wiley.
Correia, R. L., & dos Santos, J. G. (2013). A importância da Tecnologia da Informação e Comunicação (TIC) na Educação a Distância (EAD) do Ensino Superior (IES). Revista Aprendizagem em EAD, 2(1), 88.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87–105.
Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: An in depth analysis of literature. Procedia – Social and Behavioral Sciences, 116, 4596–4603. https://doi.org/10.1016/j.sbspro.2014.01.992
Keegan, D. (1996). Foundations of distance education. 3.ed. London: Routledge.
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: What is enhanced and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6–36.
Kodama, M. (2020). Digitally transforming work styles in an era of infectious disease. International Journal of Information Management, 55, 102172.
Lévy, P. (2017). La cibercultura y la educación. Universidad Pedagogica Nacional, Facultad de Educacion.
Miller, R. M., Chan, C. D., & Farmer, L. B. (2018). Interpretative phenomenological analysis: A contemporary qualitative approach. Counselor Education and Supervision, 57, 240–254. https://doi.org/10.1002/ceas.12114
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135.
Oliveira, C. (2015). TIC’S na educação: A utilização das tecnologias da informação e comunicação na aprendizagem do aluno. Pedagogia em Ação, 7(1).
Orlando, J., & Attard, C. (2015). Digital natives come of age: The reality of today’s early career teachers using mobile devices to teach mathematics. Mathematics Education Research Journal, 28, 107–121.
Owusu-Fordjour, C., Koomson, C., & Hanson, D. (2020). The impact of COVID-19 on learning – The perspective of the Ghanaian Student. European Journal of Education Studies, 0. Retrieve from https://www.oapub.org/edu/index.php/ejes/article/view/3000/5638
Pinner, R. (2011). VLE or LMS: Taxonomy for online learning environments. IATEFL Learning Technologies SIG Newsletter, 2009–2013.
Plomp, T., ten Brummelhis, A. C. A., & Rapmund, R. (1996). Teaching and learning for the future. Report of the committee on MultiMedia in Teacher Training (COMMITT). SDU.
Sanches, K. S., Ramos, A. D. O., & Costa, F. D. J. (2014). As tecnologias digitais e a necessidade da formação continuada de professores de Ciências e Biologia para tecnologia: um estudo realizado em uma escola de Belo Horizonte. Revista Tecnologias na Educação, 11, 25–26.
Santos et al. (2013). Extending web-based educational systems with personalised support through User Centred Designed recommendations along the elearning life cycle. Journal of Science of Computer Programming, 88.
Tardif, M. (2014). Saberes docentes e formação profissional. Editora Vozes Limitada.
UNESCO. (2020, April 21). COVID-19: A global crisis for teaching and learning. Retrieved May 15, 2020, from UNESCO: https://unesdoc.unesco.org/ark:/48223/pf0000373233
Volman, M., & Van Eck, E. (2001). Gender equity and information technology in education: The second decade. Review of Educational Research, 71(4), 613–634.
Voogt, J. (2003). Consequences of ICT for aims, contents, processes and environments of learning. In J. van den Akker, W. Kuiper, & U. Hameyer (Eds.), Curriculum landscapes and trends (blz. 217–236).: Kluwer.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Guidi, R., Silveira, M., Fernandes, D., Braz, R. (2021). How Digital Technologies Are Taking Shape in the Teaching-Learning Process: COVID-19 and Beyond. In: Fayed, I., Cummings, J. (eds) Teaching in the PostCOVID-19 Era. Springer, Cham. https://doi.org/10.1007/978-3-030-74088-7_48
Download citation
DOI: https://doi.org/10.1007/978-3-030-74088-7_48
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-74087-0
Online ISBN: 978-3-030-74088-7
eBook Packages: EducationEducation (R0)