Emergency education effects on teacher abilities and motivation to use digital technologies

To identify factors that can contribute toward supporting educator adoption of digital technologies beyond the emergency remote teaching response to COVID‐19, we investigated how teachers’ motivation and abilities related to the use of digital technologies for teaching changed since the onset of the pandemic Two surveys and interviews were conducted with school teachers in Spain The first survey was completed at the onset of the COVID‐19 lockdown, the second survey and interviews in the weeks leading up to the school year that followed Survey questions were from SELFIE and the Work Tasks Motivation Scale for Teachers Moreover we analysed the type of advice teachers sought on Twitter during the lockdown and post‐lockdown periods Results indicate that teachers believe their proficiency in using digital technologies for teaching has improved Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and for communicating with students and families has increased along with teacher motivation to improve their digital skills and use digital technologies for teaching Teacher advice seeking on Twitter seemed to shift from serving immediate instructional needs to focussing on professional development and the creation of their own digital content Practitioner notes What is already known about this topic There is a need to enhance educator digital skills and competences for a digital transformation of education The emergency remote teaching response to COVID‐19 made educators increase their usage of technology What this paper adds Teachers’ motivation and abilities related to the use of digital technologies for teaching have changed since the onset of the pandemic Teachers believe their proficiency in using digital technologies for teaching has improved Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and communication has increased Teacher motivation to use digital technologies in their teaching practice increased during the pandemic Teacher advice seeking on Twitter shifted from serving immediate instructional needs to focusing on professional development and the creation of their own digital content Implications for practice and/or policy COVID‐19 has rapidly advanced teacher digital skills and has altered their relationships with digital technologies for teaching and learning Teachers have acquired a range of new experiences related to using digital technologies for teaching from which future initiatives can build upon What is already known about this topic There is a need to enhance educator digital skills and competences for a digital transformation of education The emergency remote teaching response to COVID‐19 made educators increase their usage of technology What this paper adds Teachers’ motivation and abilities related to the use of digital technologies for teaching have changed since the onset of the pandemic Teachers believe their proficiency in using digital technologies for teaching has improved Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and communication has increased Teacher motivation to use digital technologies in their teaching practice increased during the pandemic Teacher advice seeking on Twitter shifted from serving immediate instructional needs to focusing on professional development and the creation of their own digital content Implications for practice and/or policy COVID‐19 has rapidly advanced teacher digital skills and has altered their relationships with digital technologies for teaching and learning Teachers have acquired a range of new experiences related to using digital technologies for teaching from which future initiatives can build upon [ABSTRACT FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission However, users may print, download, or email articles for individual use This abstract may be abridged No warranty is given about the accuracy of the copy Users should refer to the original published version of the material for the full abstract (Copyright applies to all Abstracts )