Abstract
In this manuscript, we discuss the findings from an introductory survey conducted with more than 50 teachers in Italy. We inquired about teachers’ opinions of educational technology used in the classroom, in particular search tools. Qualitative and quantitative data inferred from collected responses provide us with a multifaceted picture of the different roles teachers perform in the classroom when interacting with technology, their preferences, skills, perceptions of the needs for training, in addition to the principles and motivations that guide them. Findings emerging from this survey serve as a foundation for an international study that would allow us to better model teachers’ needs and the barriers they face when using search tools in the classroom.
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Notes
- 1.
Here, we refer to both how teachers can turn to search tools to locate for information in preparation of classroom instruction [8], in addition to how they incorporate the use of search tools so that their students can complete inquiry assignments in the during class time or as a homework assignment [1], regardless of the teaching modality–in person or remote, as a consequence of the COVID-19 pandemic.
- 2.
For a copy of the survey questions, please reach out to the contact author.
- 3.
Note that as a response to this particular survey question, teachers could select more than one option or provide their own alternative.
- 4.
Recall that this inquiry was presented to teachers as an open question.
- 5.
If you are interested in taking part of this worldwide survey, please email the authors for more details.
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- 8.
- 9.
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Murgia, E., Landoni, M., Huibers, T., Pera, M.S. (2022). Teachers in a Searchable World: Findings from an Introductory Survey. In: Ranieri, M., Pellegrini, M., Menichetti, L., Roffi, A., Luzzi, D. (eds) Social Justice, Media and Technology in Teacher Education. ATEE 2021. Communications in Computer and Information Science, vol 1649. Springer, Cham. https://doi.org/10.1007/978-3-031-20777-8_16
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