Techno-anxiety and techno-satisfaction during the Covid-19 pandemic
The case of special education teachers
Bibliographic Data
| ID | 22161985 |
|---|---|
| Authors | Ensaf Al Mulhim (0000-0002-1667-7628), Ensaf Nasser Al Mulhim (King Faisal University, corresponding author), Fatema Abdullah Almulhem (University of Hafr Al-Batin) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-04-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1384925 |
| OpenAlex | W4394681535 |
| Language | EN |
| References cited | 63 |
The objective of this study was to assess the levels of techno-anxiety and techno-satisfaction that special education teachers in Saudi Arabia experienced during the COVID-19 pandemic. We used a survey to gather data from 286 teachers of students with special needs across from early intervention to secondary school (5–18 years) the Kingdom, and we interviewed 23 teachers (3 early intervention, 13 primary, 2 intermediate, 5 secondary). Quantitative analysis was employed to analyze the survey responses, while qualitative thematic analysis was used for the interview data. The findings showed that the teachers experienced moderate levels of anxiety (a mean of 2.33 out of 4). On the other hand, the teachers expressed satisfaction (a mean of 2.98 of 4) with the distance learning system they used. The study highlights the benefits and challenges associated with implementing distance learning for students with special needs. These findings could help inform the design of distance learning environments and identify the factors that influence teachers’ feelings of anxiety or satisfaction during the implementation of distance learning. Additionally, the study’s results could encourage parents of students with special needs to foster improved collaboration and cooperation with teachers
2019-20 coronavirus outbreak · Anxiety · Mathematics education · Medical education · Pandemic · Psychiatry · Child Development and Digital Technology · Computer Science · Impact of Technology on Adolescents · Medicine · Psychology · Technostress in Professional Settings · Virology
Research Methods in Education
Organizational Stress
Information and communication technology overload and social networking service fatigue
Impact of Educational Technology on Teacher Stress and Anxiety
One Road to Turnover
When more is too much
The dark side of technologies
Explaining and predicting users’ continuance intention toward e-learning
Understanding Information Systems Continuance
Research design
Stress, appraisal, and coping
Faculties’ Satisfaction With Distance Education During Covid-19 Outbreak in Jordan
“Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020
Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the Covid-19 pandemic
Using technology in special education
Explaining Chinese university students’ continuance learning intention in the Mooc setting
“What about special ed?“
Teachers of Special Education and Assistive Technology
Technostress of Chilean Teachers in the Context of the Covid-19 Pandemic and Teleworking
Students’ satisfaction and continued intention toward e-learning
Special Education Teachers’ Use of Technologies During the Covid-19 Era (Spring 2020—Fall 2021)
| Citation velocity | historical |
|---|---|
| Highly cited | No |