During the COVID-19 lockdown, new digital forms of teaching were used during distance learning. On the one hand, education turned out to be unprepared, and on the other hand, teachers and students were forced to go along with the digital acceleration.
The aim of this master’s thesis is to determine experiences and bottlenecks experienced by secondary school teachers in Limburg when using digital learning resources. Three themes are discussed: competences, training and support. Based on five semi-structured, online-organised focus groups, descriptive research is used to gain insight into the experiences and ideas of 59 subject teachers and ICT support staff. The principle of appreciative inquiry is applied, as well as the interpretative phenomenological analysis method.
Teachers see the advantage of integrating ICT in the lesson, provided it offers added value. This integration can be made more difficult by less interest and a higher time pressure and workload. There are teachers who are digitally skilled, but there are also teachers who have insufficient capacities to integrate ICT. There is room for improvement in terms of support for teachers to integrate ICT. In addition, teachers indicate that it would be an added value within teacher training if the emphasis was placed on subject-specific tools instead of general tools. Finally, refresher courses are currently insufficiently tailored to the needs of the teacher.
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