Digital Transformation? A longitudinal interview study on teachers’ acceptance and usage of digital tools in times of Covid-19

The role of teachers in the digital transformation of education is recognized as a very important and complex holistic phenomenon (Ertmer & Ottenbreit-Leftwich, 2010; Wohlfart & Wagner, 2022). But which factors promote the lasting implementation of digital tools by teachers? Research shows that successful integration of existing or new digital tools depends on knowledge of and access to, as well as time to explore them (Tondeur et al., 2012). Teachers’ willingness and ability to integrate technology is also influenced by their attitudes or personal fears (Njiku, 2022; Wilson et al., 2020), and exposure to a student-centered constructivist pedagogical approach during teacher education can have a positive effect on digital literacy development and integration of digital tools in teaching practice (Chai et al., 2013). Contrary to the study results, we are far from an exhaustive integration of digital tools in formal education. The International Computer and Information Literacy Study 2018 (ICILS) shows that around 49 % of teachers used digital tools on a day-to-day basis and highlights considerable differences in the availability of technological infrastructure and conditions for professional learning across countries (Fraillon et al., 2019). With the outbreak of the Covid-19 pandemic in 2020, teachers no longer had the liberty to choose whether to incorporate digital tools into their teaching, as the circumstances made this inevitable (Wohlfart et al., 2021). Within the past three years, schools were forced to adapt and re-adapt to varying situations to fulfil their educational mission. Teachers are central in this environment and especially affected by this process of digital transformation, which makes their experiences particularly interesting and relevant. Current research, however, has often relied on one point of data collection. These studies therefore struggle in explaining individual dependencies in transformation processes. With our study, we aim to better understand how the past years have affected the experience with digital tools in the context of teaching. Analogously, we examine whether the Covid-19 pandemic has thereby led to a sustainable transformation of teachers’ acceptance and usage of digital tools. Our study is based on an extended version of Davis’ (1986) widely accepted technology acceptance model (TAM). The core of the model consists of the variables perceived usefulness and perceived ease-of-use. In addition, the model describes the variable attitude towards using as a direct product of the former two variables in explaining user motivation for usage of a certain technology. Notwithstanding, these three core variables fail to fully explain the actual use of technologies. This is due to the influence of an array of external factors that determine user acceptance. Previous research has discussed and highlighted in detail the interaction and relevance of considering further external variables such as subjective standards (perception of how important the use of technology is to other people) or self-efficacy (one’s own ability to deal with technology) (Burton-Jones & Hubona, 2006; Lee et al., 2003). To gather a better understanding of the actual use of digital tools in teaching, we apply a refined TAM (Teo et al., 2008) as well as previous research to conduct and analyze longitudinal interviews with secondary schools’ teachers from Germany. Our study examines the following research questions: How has teachers’ acceptance and usage of digital tools developed across time since the outbreak of the Covid-19 pandemic? Which factors influence a lasting integration of digital tools in teaching? Methodology, Methods, Research Instruments or Sources Used To answer our research questions, we conducted a longitudinal interview study over three years in the federal state of Baden-Wuerttemberg, Germany. Here, the federal government suspended on-site school activities for nearly three months after the outbreak of the Covid-19 pandemic in March 2020, re-opening for smaller groups in mid-June of the same year. Teachers, meanwhile, were required to enable distance learning and therefore produce appropriate learning content and transmit this to students. The mutations of the virus over the course of the next years led to iterative restrictions of school life and parallel on-site and distance teaching and learning. With our study design, we wanted to capture specific situations and relevant changes without delay or falsification caused by the dynamics involved with remembered experience over time (Becker et al., 2002). Thus, we conducted three rounds of interviews with the same teachers at secondary schools in 2020, 2021 and 2022. The first round of interviews in May and June of 2020 focused the experience which 15 teachers had with this unfamiliar situation. With a semi-structured interview guide, we asked the interviewees about their personal experiences with the adoption of digital tools in times of distance teaching. We followed up on these interviews with the same teachers in May and June of 2021 (n=12) and 2022 (n=10) respectively, interested in the personal development of the interviewed teachers and changes in the adoption of digital tools in face-to-face teaching over time. The 37 interviews lasted between 29 and 66 minutes, were audio-recorded, and transcribed – leading to a comprehensive database of about 400 pages of single-spaced transcribed text. We performed an iterative qualitative content analysis on the 37 transcripts according to Mayring (2015) with deductive categories based on the literature review (e.g. perceived usefulness, tools applied, infrastructure, etc.) as well as inductive categories that emerged from the transcribed interview material (e.g. changes, classroom management, school development etc.). The first two rounds of qualitative data analysis resulted in 42 codes and 2.177 coded segments (status of 18.01.2023). Conclusions, Expected Outcomes or Findings The analysis of interviews from 2020 indicate contrary to previous literature, that Covid-19 as an external factor has a universal impact on all variables along the TAM and thereby positively and directly affects the acceptance and usage of digital tools in teaching. Furthermore, we identified three vital external factors: (1) regulations and specifications, (2) technological infrastructure and (3) the heterogeneity of students and teachers (Wohlfart et al. 2021). With the second collection of interviews, we wanted to better understand how teachers’ usage and acceptance of specific digital tools developed across time and experience. The findings highlight the development of user motivation of most teachers and while some inhibiting external factors remained (e.g. lack of infrastructure), others had been overcome (e.g. universal regulations/specifications). Overall, the acceptance and integration of digital tools increased over the first year. With the third round of interviews, we expect to find valuable information concerning lasting adaption of digital tools in face-to-face teaching and better understand why this may not be the case for all teachers. With this, we hope to derive lessons learned from this unique situation and conclude the pandemic to have been (at least in parts) a catalyst for digital transformation in education

360° videos in education – A systematic literature review on application areas and future potentials

As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles (N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences

Prevention of sexual violence in sports boarding schools: a survey from Germany

Numerous sexual violence cases have been reported in boarding schools as well as in sports organizations. However, no studies have been conducted so far that investigate the prevention of sexual violence in sports boarding schools. Our study explores to what extent sports boarding schools in Germany register sexual violence as a relevant problem in their organizations and which prevention measures they apply. Based on a theoretical framework of organizational development, the organizational structures, the organizational cultures and the grades of change toward the prevention of sexual violence were analyzed. To this end, a survey with representatives from all 59 sports boarding schools in Germany was conducted. The results reveal various aspects that can be improved regarding organizational development and specific prevention measures. Among other results, a regression analysis shows the importance to structurally anchor the topic in the organization, to develop an actively campaigning culture, to establish an internal self-obligation, and to conduct a theme-specific evaluation to ensure better protection of all athletes in sports boarding schools

Convergence of the stochastic weighted particle method for the Boltzmann equation

This paper studies convergence of the stochastic weighted particle method for the Boltzmann equation. First the method is extended by introducing new stochastic reduction procedures, in order to control the number of simulation particles. Then, under rather general conditions, convergence to the solution of the Boltzmann equation is proved. Finally, numerical experiments are performed illustrating both convergence and considerable variance reduction, for the specific problem of calculating tails of the velocity distribution

Causes, prevention, and interventions regarding classroom disruptions in digital teaching: A systematic review

Digitization and the Sars-CoV-2 pandemic are accelerating the use of digital tools in teaching. Therefore, this systematic literature review offers an overview of international studies with a particular focus on classroom disruptions and their causes, as well as on prevention and intervention strategies in digital settings. Selecting out of over 700 published articles from the last 20 years, the results show that, although the research on classroom management in general is numerous, the connection between digitization and classroom disruptions has received little attention so far. Studies of different methodological orientations have been conducted, but strongly teacher-focused. Also, there are conceptual inaccuracies leading to a variety of different findings and interpretations. Thus, this article provides a definition of the term digital teaching and critically discusses the classification of new findings, their emplacement in existing research, as well as their potential to expand existing models. Furthermore, the results summarize causes of disruptions in digital teaching, their possible prevention and intervention strategies

Teachers’ role in digitalizing education: an umbrella review

As teachers are central to digitalizing education, we summarize 40 years of research on their role in that process within a systematic umbrella review that includes 23 systematic reviews with a total of 1062 primary studies focusing technology integration and aspects of digital literacy. Our findings highlight the international acceptance of the TPACK framework as well as the need for a clear concept of digital literacy. It is unique that we identify and discuss parallels in developing teachers\u27 digital literacy and integrating digital technologies in the teaching profession as well as barriers to those goals. We conclude by suggesting future directions for research and describing the implications for schools, teacher education, and institutions providing professional development to in-service teachers

Digital tools in secondary chemistry education – added value or modern gimmicks?

The article addresses the challenges faced by teachers incorporating digital tools into chemistry education to prepare students for responsible participation in a digital society. Against the background of the Technology Acceptance Model (TAM), the study analyzes the value that chemistry teachers place on digital tools and examines specific factors that influence their implementation in teaching. For this purpose, we conducted and analyzed interviews with 10 secondary school chemistry teachers in Germany. The findings revealed that while subject-specific digital tools were highly valued by teachers, several barriers to their strategic integration exist, including time constraints, high workloads, failing infrastructure, lack of technical support, and a fear of change. The study concludes that subject-specific digital tools have the potential to enhance learning outcomes and recommends teacher training and further education as well as future research to focus on developing and supporting opportunities for teachers to implement subject-specific digital tools to create a more dynamic and engaging learning experiences for students

Modelling of interest in out-of-school science learning environments: a systematic literature review

Out-of-school science learning environments enrich classroom education in many countries around the world. Numerous studies have been conducted on the effects of such learning environments, particularly their ability to promote interest. As different theories of interest were used in these studies, so far, no overview of this field of research exists. Therefore, based on a comprehensive and systematic international literature review, this article presents a detailed analysis of the theories of interest used to study out-of-school learning environments. In addition, inferences regarding situational and individual interest promotion in out-of-school science learning environments are derived, clearly showing that situational interest is promoted through these learning environments. Considering the influencing factors given in the different theories of interest, a model of student interest for these learning environments is then presented. This model can be used to guide the development and further improvement of out-of-school learning environments