עמדתם של מורים ערבים באשר ללמידה מקוונת מרחוק ולשימוש בטכנולוגיה בתקופת הקורונה: יתרונות ואתגרים

Abstract

The purpose of this study is to investigate the perceptions of Arab teachers
regarding online learning and technology use during the COVID-19 pandemic.
Qualitative data was collected from 21 Arab teachers who work in elementary,
junior, and high schools. The findings indicate that Arab teachers hold a positive
perception of technological advancements and online learning. More specifically,
data shows that the switch to online learning has transformed teachers’ perception
of their role from being a source of authority into becoming education facilitators.
This switch has also helped in creating a more student-centred approach to
education as well as increased innovative teaching and learning process
management, ultimately improving the schools’ reputation. However, teachers
also express a negative stance towards online learning, especially in terms of the
disconnection that emerged between them and the students during the COVID-19
pandemic period, which has led to further academic and socio-emotional
disparities. Accordingly, this study highlights the challenges (e.g., lack of
preparation, experience, and knowledge in remote learning; limited resources)
and opportunities (e.g., technology proficiency; professional development) for
teachers who are transitioning to online learning