Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions

References

• Al Salman, S., Alkathiri, M., & Khaled Bawaneh, A. (2021). School off, learning on: Identification of preference and challenges among school students towards distance learning during COVID19 outbreak. International Journal of Lifelong Education, 40(1), 53–27. https://doi.org/https://doi.org/10.1080/02601370.2021.1874554
   Web of Science ®Google Scholar
• Anderson, J., English, L., Fitzallen, N., & Symons, D. (2020). The contribution of mathematics education researchers to the current STEM education agenda. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster, & K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016–2019, 27-57 Springer.
   Google Scholar
• Benavides-Varela, S., Zandonella Callegher, C., Fagiolini, B., Leo, I., Altoè, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103953. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103953
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/https://doi.org/10.1037/13620-004
   Google Scholar
• Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research – A systematic review of recent trends. . Computers & Education, 114, 255–273. https://doi.org/https://doi.org/10.1016/j.compedu.2017.07.004
   Web of Science ®Google Scholar
• Christensen, R., & Knezek, G. (2000). Refining the teachers’ attitudes toward computers questionnaire. In C. Morales, G. Knezek, R. Christensen, & P. Avila (Eds.), Impact of new technologies on teaching and learning (pp. 33–50). Instituto Latinoamericano de la Comunicacion Educativa.
   Google Scholar
• Christopoulos, A., Conrad, M., & Shukla, M. (2018). Increasing student engagement through virtual interactions: How? Virtual Reality, 22(4), 353–369. https://doi.org/https://doi.org/10.1007/s10055-017-0330-3
   Web of Science ®Google Scholar
• Christopoulos, A., Kajasilta, H., Salakoski, T., & Laakso, M. J. (2020). Limits and virtues of educational technology in elementary school mathematics. Journal of Educational Technology Systems, 49(1), 59–81. https://doi.org/https://doi.org/10.1177/0047239520908838
   Google Scholar
• Clarke, V., Braun, V., & Gareth, T. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health and Social Sciences (pp. 843–860). Springer.
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
   Google Scholar
• Drijvers, P. (2013). Digital technology integration in mathematics education: Why it works (or doesn’t). PNA, 8(1), 1–20. doi: https://doi.org/10.1007/978-3-319-17187-6_8
   Google Scholar
• Erümit, A. K., & Çetin, İ. (2020). Design framework of adaptive intelligent tutoring systems. EAIT, 25(5), 4477–4500. doi: https://doi.org/10.1007/s10639-020-10182-8
   Web of Science ®Google Scholar
• Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130(1), 81–93. https://doi.org/https://doi.org/10.1016/j.compedu.2018.11.010
   Web of Science ®Google Scholar
• Fishman, B., & Davis, E. (2006). Teacher learning research and the learning sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 535–550). Cambridge University Press.
   Google Scholar
• Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2013). Preparing for life in a digital age. The IEA International Computer and Information Literacy Study international report (p. 308). Springer Nature.
   Google Scholar
• Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. J Res Technol Educ, 52(1), 1–16. https://doi.org/https://doi.org/10.1080/15391523.2019.1679055
   Web of Science ®Google Scholar
• Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. MOJET, 4(2), 38-57. http://old.mojet.net/article/teaching-and-learning-with-ict-tools-issues-and-challenges-from-teachers-perceptions
   Google Scholar
• Goodkovsky, V. A. (2004). U.S. Patent No. 6,807,535. U.S. Patent and Trademark Office.
   Google Scholar
• Habibi, A., Mukminin, A., Yaqin, L. N., Parhanuddin, L., Razak, R. A., Nazry, N. N. M., Taridi, M., Karomi, K., & Fathurrijal, F. (2021). Mapping instructional barriers during COVID-19 Outbreak: Islamic education context. Religions, 12(1), 50. https://doi.org/https://doi.org/10.3390/rel12010050
   Web of Science ®Google Scholar
• Hegedus, S. J., Dalton, S., & Tapper, J. R. (2015). The impact of technology-enhanced curriculum on learning advanced algebra in US high school classrooms. Educational Technology Research and Development, 63(2), 203–228. https://doi.org/https://doi.org/10.1007/s11423-015-9371-z
   Web of Science ®Google Scholar
• Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. J Res Math Educ, 20(3), 209–228. https://doi.org/https://doi.org/10.1080/14794802.2018.1484799
   Web of Science ®Google Scholar
• Hung, A. C. Y. (2017). A critique and defense of gamification. Journal of Interactive Online Learning, 15(1), 57 - 72. http://www.ncolr.org/jiol/issues/pdf/15.1.4.pdf
   Web of Science ®Google Scholar
• Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137–154. https://doi.org/https://doi.org/10.1007/s11423-009-9132-y
   Web of Science ®Google Scholar
• Johnson, R. B. (1997). Examining the validity structure of qualitative research. Education, 118(2), 282. https://go.gale.com/ps/i.do?id=GALE%7CA20479505&sid=googleScholar&v=2.1&it=r&linkaccess=fulltext&issn=00131172&p=AONE&sw=w&userGroupName=anon%7E96d58f41
   Google Scholar
• Laakso, M.-J., Kaila, E., & Rajala, R. T. (2018). ViLLE – Collaborative education tool: Designing and utilizing an exercise-based learning environment. Education and Information Technologies, 23(4), 1655–1676. https://doi.org/https://doi.org/10.1007/s10639-017-9659-1
   Web of Science ®Google Scholar
• Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215–243. https://doi.org/https://doi.org/10.1007/s10648-010-9125-8
   Web of Science ®Google Scholar
• Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology, 106(4), 901–918. https://doi.org/https://doi.org/10.1037/a0037123
   Web of Science ®Google Scholar
• Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70(1), 531–549. https://doi.org/https://doi.org/10.1146/annurev-psych-010418-102744
   PubMed Web of Science ®Google Scholar
• Nattland, A., & Kerres, M. (2009). Computerbasierte Methoden im Unterricht [Computer-based Methods in Class]. In K. H. Arnold, U. Sandfuch, & J. Wiechmann (Eds.), Handbuch Unterricht (2nd ed., pp. 317–324). Julius Klinkhardt.
   Google Scholar
• Nh, W., & Nicholas, H. (2013). A framework for sustainable mobile learning in schools. British Journal of Educational Technology, 44(5), 695–715. https://doi.org/https://doi.org/10.1111/j.1467-8535.2012.01359.x
   Web of Science ®Google Scholar
• Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. EAIT, 20(2), 285–301. https://doi.org/https://doi.org/10.1007/s10639-013-9281-9
   Web of Science ®Google Scholar
• Özyurt, Ö., Özyurt, H., Güven, B., & Baki, A. (2014). The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects. Computers & Education, 75(1), 1–18. https://doi.org/https://doi.org/10.1016/j.compedu.2014.02.005
   Web of Science ®Google Scholar
• Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-perception of the digital competence of educators during the COVID-19 pandemic: A cross-analysis of different educational stages. Sustainability, 12(23), 10128. https://doi.org/https://doi.org/10.3390/su122310128
   Web of Science ®Google Scholar
• Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-Learning during lockdown of Covid-19 pandemic: A global perspective. International Journal of Control and Automation, 13(4), 1088–1099. http://sersc.org/journals/index.php/IJCA/article/view/26035/14064
   Google Scholar
• Razak, N. A., Jalil, H. A., Krauss, S. E., & Ahmad, N. A. (2018). Successful implementation of information and communication technology integration in Malaysian public schools: An activity systems analysis approach. Studies in Educational Evaluation, 58, 17–29. https://doi.org/https://doi.org/10.1016/j.stueduc.2018.05.003
   Web of Science ®Google Scholar
• Reich, J. (2020). Failure to Disrupt: Why Technology Alone Can’t Transform Education. Harvard University Press.
   Google Scholar
• Reich, J., Buttimer, C. J., Coleman, D., Colwell, R. D., Faruqi, F., & Larke, L. R. (2020, July 22). What's Lost, What's Left, What's Next: Lessons Learned from the Lived Experiences of Teachers during the 2020 Novel Coronavirus Pandemic, 1-28. https://doi.org/https://doi.org/10.35542/osf.io/8exp9
   Google Scholar
• Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2012). An investigation of factors influencing student use of technology in K-12 classrooms using path analysis. Journal of Educational Computing Research, 46(3), 229–254. https://doi.org/https://doi.org/10.2190/EC.46.3.b
   Web of Science ®Google Scholar
• Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. https://doi.org/https://doi.org/10.1016/j.compedu.2018.09.009
   Web of Science ®Google Scholar
• Ślaski, P., Grzelak, M., & Rykała, M. (2020). Higher Education – related problems during Covid-19 pandemic. EUROPEAN RESEARCH STUDIES JOURNAL, XXIII(3), 167–186. https://doi.org/https://doi.org/10.35808/ersj/1860
   Google Scholar
• Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology, 106(2), 331–347. https://doi.org/https://doi.org/10.1037/a0034752
   Web of Science ®Google Scholar
• Svela, A., Nouri, J., Viberg, O., & Zhang, L. (2019). A systematic review of tablet technology in mathematics education. International Journal of Interactive Mobile Technologies (Ijim), 13(8), 139–158. https://doi.org/https://doi.org/10.3991/ijim.v13i08.10795
   Google Scholar
• Tondeur, J., van Braak, J., Ertmer, P., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/https://doi.org/10.1007/s11423-016-9481-2
   Web of Science ®Google Scholar
• Turk, H. S., & Akyuz, D. (2016). The effects of using dynamic geometry on eighth grade students’ achievement and attitude towards triangles. Int J Technol Math Educ, 23(3), 95–102. doi: https://doi.org/10.1564/tme_v23.3.01
   Web of Science ®Google Scholar
• Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475–511. https://doi.org/https://doi.org/10.3102/0034654314564881
   Web of Science ®Google Scholar
• Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers‘ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118(3), 70–81. https://doi.org/https://doi.org/10.1016/j.compedu.2017.11.009
   Web of Science ®Google Scholar
• Wozney, L., Venkatesh, V., & Abrami, P. (2006). Implementing computer technologies: Teachers’ perceptions and practices. JTATE, 14(1), 173–207. https://www.learntechlib.org/p/5437
   Google Scholar
• Zhu, C., & Urhahne, D. (2018). The use of learner response systems in the classroom enhances teachers‘ judgment accuracy. Learning and Instruction, 58, 255–262. https://doi.org/https://doi.org/10.1016/j.learninstruc.2018.07.011
   Web of Science ®Google Scholar