Digital technological readiness of school teachers

Tatiana Khavenson (), Nikita Kotik and Diana Korolieva ()
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Tatiana Khavenson: National Research University Higher School of Economics (Russian Federation)
Nikita Kotik: National Research University Higher School of Economics (Russian Federation)Title: Job-education mismatches among university graduates
Diana Korolieva: National Research University Higher School of Economics (Russian Federation)Title: Job-education mismatches among university graduates

Monitoring of Education Markets and Organizations (MEMO), 2020, issue 8, 1-6

Abstract: The issue presents an analysis of teachers’ and managers’ readiness to use digital technologies in the educational practice at school. Technology readiness as a socio-psychological characteristic is studied in terms of the occupational position and the subject. The readiness towards the transition to distance learning at the very beginning of the COVID-19 pandemic is being considered. The relationship between teachers’ technology readiness and the barriers of the transition to distance learning format is revealed. The study is based on the data from a survey of teachers and school managers conducted by the Laboratory of Innovations in Education, National Research University Higher School of Economics in March 2020 in 20 regions. 8188 teachers and administration representatives from 190 general education schools took part in the survey. In the sample presented, 90% of the respondents are teachers, 10% are managers (directors and deputy directors). The absence of open technophobia was revealed among teachers. At the same time, teachers of computer science are best suited for the role of agents of technological transformation in schools. Special attention and support should be directed to teachers of the Russian language and literature, music. The gap in technology readiness between leaders and teachers was discovered. Teachers with a low level of technological readiness are characterized by insufficient qualifications in working with technologies, poor understanding of their necessity and advantages, and psychological barriers.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2020
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Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2020:i:8:p:1-6

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