From face-to-face to online language teaching: The use of technology during the first COVID-19 lockdown
Date Issued
June 2021
Author(s)
Advisor
Abstract
The coronavirus pandemic changed the educational landscape overnight. Face-to-face
teaching necessarily shifted to an online delivery of learning, urging teachers to adopt various
technology tools, most of which they had never used before, and giving rise to a different
approach in teaching. This study aims to map how technology was used in online language
teaching during the first COVID-19 lockdown in the Greek educational context. By recording
the tools used, the pedagogy underlying their use and the factors that affected the quality of
online teaching in this critical period, the study aspires to provide recommendations regarding
the effective implementation of technology in online teaching in the future. In this survey, a
mixed methods approach was used. Data were collected through an online questionnaire and
interviews of language teachers working in Greek Primary Schools during the first COVID-19
lockdown. Although a number of challenges the teachers faced in this unprecedented situation
were unveiled, a positive attitude towards the newly acquired knowledge on the use of
technology tools was highlighted. At the same time, the need for teacher training and for a
closer focus on pedagogy when implementing technology in online teaching was also
established.
teaching necessarily shifted to an online delivery of learning, urging teachers to adopt various
technology tools, most of which they had never used before, and giving rise to a different
approach in teaching. This study aims to map how technology was used in online language
teaching during the first COVID-19 lockdown in the Greek educational context. By recording
the tools used, the pedagogy underlying their use and the factors that affected the quality of
online teaching in this critical period, the study aspires to provide recommendations regarding
the effective implementation of technology in online teaching in the future. In this survey, a
mixed methods approach was used. Data were collected through an online questionnaire and
interviews of language teachers working in Greek Primary Schools during the first COVID-19
lockdown. Although a number of challenges the teachers faced in this unprecedented situation
were unveiled, a positive attitude towards the newly acquired knowledge on the use of
technology tools was highlighted. At the same time, the need for teacher training and for a
closer focus on pedagogy when implementing technology in online teaching was also
established.
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Abstract Stavroula Nikitaki.pdf
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