Summary
This essay intends to address the essential requirements of teaching and learning online due to the COVID-19 pandemic. It will further demonstrate the application of existing institutional resources in transforming classroom education to online learning and teaching using virtual classes and other effective techniques. The paper applies quantitative and qualitative techniques in studying students’ and teachers’ perspectives in adopting technology for learning and teaching. Also, this paper highlights the processes of implementing technological material in learning and teaching.
Case Study
COVID-19 is the most significant health crisis affecting today’s world, causing economic and social stagnation among communities and institutions. To control the spread of the disease, institutions and social events had to lockdown, limiting social interactions. Additionally, the health sector set up precautionary measures such as social distancing, victims’ isolation, and frequently sanitizing to prevent contraction of the illness. As a result, most educational institutions closed down, affecting teaching and learning processes globally. Some of the impacts of school closure include a high dropout rate, decline in the quality of education, and exposure of learners to abusive practices making governments and institutions support learning (Wolhuter & Jacobs, 2021). Furthermore, the pressure facing students and teachers in continuing the learning process demands embracing technological material for effective service delivery. Therefore, the education system needs redesigning to accommodate the current and future situations that require technological resources in learning and teaching. This study addresses the perspectives of teachers and learners towards adopting various educational technologies in enhancing online and virtual classes and their impacts in improving the learning and teaching processes.
Vision For Implementing Educational Technologies
Implementing educational technologies intends to improve education efficiency and quality and promote changes in learning and teaching methods.
Assessment of Educational Technologies
Online learning involves different methods according to the user’s preference. The participants’ preferred technology for educational service delivery includes virtual classrooms, emailing, text chatting, and pre-recorded audio and videos. The recommended platforms for online learning include google classrooms, YouTube videos, live streaming using Facebook or YouTube, skyping, email messages, telegram, mobile phone communication, zoom, and the school’s e-learning programs. Most students advocate using Facebook and YouTube streaming for virtual classes, whereas teachers prefer mobile phones in teaching as it is more connecting and personal.
Learners and Faculty Perspectives in Adopting the Technologies
Both learners and teachers agree that adopting educational technology to enhance virtual and online classes is the best move in continuing the learning and teaching processes during and after the COVID-19 pandemic. However, most teachers believe that adopting educational technology for efficiency depends on the advantages and positive changes to academic improvement and quality service delivery. In addition, teachers perceive virtual classrooms to practice patience and caring for students, given the practical features for teaching and managing students online.
Additionally, virtual classrooms enhance the improvement of presentation skills and public participation. For efficacy in service delivery through online technologies, teachers must be proficient in computer applications, teaching skills in the particular domains, clear expression of ideas and subjects, and practical communication skills. The online platforms should store data and assignments for effective research, submission of assignments, and offline activities (Wolhuter & Jacobs, 2021). Teachers also demand the adoption of technology that can meet the demands of extensive teaching while limiting the data usage for cost-effectiveness. The technology should have a limitless supply of educational materials for research, such as free educational articles. Teachers and students demand free access to the internet and online resources in adopting educational technology effectively.
Students perceive the adoption of educational technology as a good way of promoting virtual classrooms in case of situational cases demanding lockdown such as the COVID-19 pandemic. Virtual and online classes are suitable for controlling crowds and social distancing during the COVID-19 pandemic and create an alternative for syllabus completion without attending classes physically. On the other hand, some students oppose learning through virtual classes because some learning technologies are complex and hard to adopt. Students also demand more accessible access to online resources and log-in methods to learning technologies that are not complex. Internet accessibility should be constant and stable for effective learning throughout the institution.
The majority of the students prefer learning through pre-recorded videos as they are easily accessible, allowing repetitive viewing and taking notes by pausing when necessary. The most recommended online application for learning is google classroom which provides effective streaming with table internet connectivity. On the other hand, students perceive online classes as less participatory, and teachers are too fast to grasp important content. The majority of the students believe that focusing and being attentive during online classes is very challenging because of particular environmental settings during classes. Students’ perceptions reflect that of teachers in creating connections that enhance bonding and eases the environment during teacher-learners discussions online.
Strategic Plan in Technological Integration
Factors determining teachers’ willingness to adopt educational technology in teaching include effective training, perceptions towards the usefulness of the technology, institutional support, and ease of adopting the technology and leadership. Teachers are more likely to adopt technology that enhances academic improvement than those that are only usable socially (Wolhuter & Jacobs, 2021). Building faculty confidence promotes the effective adoption of technology in teaching. Chat texts and emails provide flexible methods of teaching and are easily accessible. The technology allows reflection before giving answers allowing learners to analyze and understand concepts.
Moreover, video and audio technologies are not effective in teaching due to being less flexible and time conscious. Virtual classes and online chat rooms are effective in participation and providing immediate responses in terms of feedback. However, the technology does not allow reflection before responding. Teachers need adequate training in conducting online classes and gaining knowledge on computer applications. The institution should also motivate to enable easy adoption of the technologies such as providing free laptops, free internet, and learners motivation on online learning.
The study supports using all the preferred technologies in online learning. Virtual classes and video conferencing are suitable for discussing less complex topics, whereas emails, chats, and pre-recorded information suit the discussion of more complex and theoretical subjects. Teachers should select suitable technology based on discussion to ensure all learners meet the desired objectives of studying. Virtual classrooms are the best in conducting online classes as it allows interaction through chatting and one on one activities. Adopting virtual classrooms ensures effective participation between learners and teachers, which motivates learners to more attentive and attentive to online classes.
Implementation Process
Implementation involves the integration of online classes and activities in the current curriculum. Teachers should develop teaching schedules and course content using online material to gain skills in using computer software. To engage students in the implementation, teachers and the faculty should post assignments, assessments, and general announcements in online portals to encourage online resources. The institution should provide an e-learning portal for free and easy access to internet for retrieving information. Additionally, students will participate in online activities enhancing presentation and organization skills for better recording and uploading of assignments.
Funding
This study did not receive any financial resources.
Reference
Wolhuter, C. C., & Jacobs, L. (2021). The COVID-19 pandemic: Streamlining or capsizing the global higher education revolution. Perspectives in Education, 39(1), 291-303. Web.