Technology-enhanced or Technology-exhausted Learning in Adult Migrant Literacy Education in Finland : Exploring Teachers’ Experiences and Views in Pre-pandemic and Pandemic Times
Malessa, E. (2023). Technology-enhanced or Technology-exhausted Learning in Adult Migrant Literacy Education in Finland : Exploring Teachers’ Experiences and Views in Pre-pandemic and Pandemic Times. International Journal of Technology in Education and Science, 7(2), 104-128. https://doi.org/10.46328/ijtes.437
© 2023 International Journal of Technology in Education and Science
This exploratory mixed data study investigated the role of technology in adult migrant language and late literacy education in Finland. In addition to an online pre-pandemic survey targeted at Finnish language and literacy teachers, four in-service teachers were interviewed during the COVID-19 pandemic in late 2020. With means of qualitative content analysis an account of teachers’ individual experiences and views of technology-equipped language and literacy learning was generated. Problematic issues were the use of devices for educational purposes, lacking user experience, inadequate provision of suitable devices, IT courses, and insufficient support for learners and teachers, causing inequality. Teachers reported of various ways to ensure and enable device access and learning opportunities, resulting particularly during pandemic times in high workloads. The emergency remote teaching circumstances during this global health crisis posed an enormous additional challenge for teachers and students. Findings raise questions about the pedagogical cost of the pandemic for adult migrant literacy education in Finland and call for discussions on post-pandemic changes on a national and international level. ...
ISSN Search the Publication Forum2651-5369
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems : A Covid‐19 pandemic study Dindar, Muhterem; Suorsa, Anna; Hermes, Jan; Karppinen, Pasi; Näykki, Piia (Wiley, 2021)Covid-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. ...
Exploring the conditions of English language education through the experience of Eritrean Sophomore English language learners and teachers Tewelde, Mussie; Moate, Josephine; Posti-Ahokas, Hanna (Jyväskylän yliopisto, 2023)This study addresses the little studied context of English language education in Eritrea. Despite the teaching of English as a subject and the forward-looking mother tongue policy implemented in Eritrean elementary education, ...
Primetime learning : collaborative and technology-enhanced studying with genuine teacher presence Koskinen, Pekka; Lämsä, Joni; Maunuksela, Jussi; Hämäläinen, Raija; Viiri, Jouni (Springer, 2018)Background Productive learning processes and good learning outcomes can be attained by applying the basic elements of active learning. The basic elements include fostering discussions and disputations, facing alternative ...
GraphoGame SI : the development of a technology-enhanced literacy learning tool for Standard Indonesian Borleffs, Elisabeth; Glatz, Toivo K.; Daulay, Debby A.; Richardson, Ulla; Zwarts, Frans; Maassen, Ben A. M. (Springer Netherlands, 2018)Early intervention programs are generally considered the most efficient and beneficial approach to providing support to struggling beginning readers. This paper discusses the theoretical background, development, and design ...
Teaching Practices During the Covid-19 Pandemic in Austria, Estonia, Finland and Romania Tuul, Maire; Tuul, Madis; Fenyvesi, Kristof; Yada, Takumi; Lázár, Csilla; Ferencz-Salamon, Alpár (Tallinna ülikool, 2022)