Advantages and difficulties in the use of digital platforms and technologies by teachers and students

Fialho, Isabel; Cid, Marília; Coppi, Marcelo

doi:10.1590/S1413-24782023280051

Isabel Fialho Isabel Fialho has a doctorate in Educational Sciences from the Universidade de Évora (Portugal). She is a professor at the same institution. E-mail: ifialho@uevora.pt

Writing – First Writing

Writing – Reviewing & Editing

Methodology

Conceptualization

Research

Supervision

Universidade de Évora, Évora, Portugal.

https://orcid.org/0000-0002-1749-9077

Marília Cid Marília Cid has a doctorate in Educational Sciences from the Universidade de Évora (Portugal). She is a professor at the same institution. E-mail: mcid@uevora.pt

Writing – First Writing

Writing – Reviewing & Editing

Methodology

Conceptualization

Research

Supervision

Universidade de Évora, Évora, Portugal.

https://orcid.org/0000-0002-6009-0242

Marcelo Coppi Marcelo Coppi is a doctoral student in Educação Educational Sciences from the Universidade de Évora (Portugal). E-mail: mcoppi@uevora.pt

Writing – First Writing

Writing – Reviewing & Editing

Methodology

Formal Analysis

Data Curation

Conceptualization

Research

Universidade de Évora, Évora, Portugal.

https://orcid.org/0000-0001-6734-7592

Isabel Fialho has a doctorate in Educational Sciences from the Universidade de Évora (Portugal). She is a professor at the same institution. E-mail: ifialho@uevora.pt

Marília Cid has a doctorate in Educational Sciences from the Universidade de Évora (Portugal). She is a professor at the same institution. E-mail: mcid@uevora.pt

Marcelo Coppi is a doctoral student in Educação Educational Sciences from the Universidade de Évora (Portugal). E-mail: mcoppi@uevora.pt

Conflicts of interest: The authors declare they don't have any commercial or associative interest that represents conflict of interests in relation to the manuscript.

Groups	Questions	Answer type
Group 1. Sociodemographic data	– Students: gender, age, year of schooling, subject area education/literary qualifications of father and mother. – Teachers: gender, age, educational qualifications, subject area, seniority in the profession, current position, and seniority in it.
Group 2. Use of digital platforms and technologies	Students and teachers: – DPT who knows – DPT that is most used in the day-to-day context – Purposes/objectives for which you use the DPT With the quarantine situation due to covid-19 the DPT: – “were used for other purposes” “which ones” – “were used more frequently than usual” “for what purposes” – DPT who knows Teachers: – DPT used in day-to-day internal and external communication	– Multiple choice – 5-point Likert-type scale (1 = never to 5 = always) – Multiple choice – Dichotomous scale (Y/N) + open response – Dichotomous scale (Y/N) + open response – 5-point Likert-type scale (1 = never to 5 = always)
Group 3. Effects of using digital platforms and technologies	Select from a list: – “advantages” – “problems and difficulties The quarantine situation due to covid-19: – “generated other problems and/or difficulties” “which ones”	– 5-point Likert-type scale – (1 = completely disagree to 5 = completely agree) – Multiple choice + open response – Dichotomous scale (Y/N) + open answer
Group 4. Training of educational agents	– Degree of knowledge of “national and international documents and projects for the use of DPT” – Conducting “continuous training” “specify” – “involvement in ICT projects in the school clusters” “specify”	– 3-point Likert-type scale (1 = I don't know/never heard of it to 3 = I know it very well) – Dichotomous scale (Y/N) + – Open answer – Dichotomous scale (Y/N) + open answer

Advantages and contributions	Respondents	n	M	SD	t(gl)
Improve the school environment/culture	Students	102	3.38	0.91	1.78 (143)
Improve the school environment/culture	Teachers	43	3.07	1.08	1.78 (143)
Allow a more interactive pedagogical relationship	Students	105	3.15	1.06	-6.38 (104.94) ^* ***** p < 0.001.
Allow a more interactive pedagogical relationship	Teachers	43	4.16	0.78	-6.38 (104.94) ^* ***** p < 0.001.
Increase knowledge	Students	104	3.23	0.98	-2.33 (82.46) ^* * p < 0.05;
Increase knowledge	Teachers	43	3.63	0.93	-2.33 (82.46) ^* * p < 0.05;
Support studying	Students	103	3.62	0.86	-0.62 (144)
Support studying	Teachers	43	3.72	0.93	-0.62 (144)
Favor learning	Students	105	3.37	0.92	-1.13 (146)
Favor learning	Teachers	43	3.56	0.88	-1.13 (146)
Allow study monitoring	Students	104	3.40	0.93	-1.68 (145)
Allow study monitoring	Teachers	43	3.67	0.78	-1.68 (145)
Improve communication between teacher and student	Students	104	3.31	1.13	-2.57 (95.63) ^* * p < 0.05;
Improve communication between teacher and student	Teachers	43	3.77	0.92	-2.57 (95.63) ^* * p < 0.05;
Allow for autonomous study	Students	105	3.92	0.86	1.27 (146)
Allow for autonomous study	Teachers	43	3.72	0.93	1.27 (146)
Contribute to the modernization of education	Students	105	3.72	1.00	-0.52 (146)
Contribute to the modernization of education	Teachers	43	3.81	0.88	-0.52 (146)
Allow greater access to school information	Students	104	3.73	0.87	-1.77 (145)
Allow greater access to school information	Teachers	43	4.00	0.76	-1.77 (145)
Contribute to better overall communication	Students	105	3.10	1.17	-5.53 (134.96) ^* ***** p < 0.001.
Contribute to better overall communication	Teachers	43	3.93	0.63	-5.53 (134.96) ^* ***** p < 0.001.

Advantages and contributions	Average use of DPT by students	Average use of DPT by teachers
Improve the school environment/culture	0.12	0.21
Allow a more interactive pedagogical relationship	0.04	0.16
Increase knowledge	0.12	0.17
Support studying	−0.02	0.45 ^ correlation is significant at the 0.01 level (bilateral).
Favor learning	0.11	0.20
Allow study monitoring	0.21 ^* * correlation is significant at the 0.05 level (bilateral);	0.31 ^* * correlation is significant at the 0.05 level (bilateral);
Improve communication between teacher and student	0.15	0.13
Allow for autonomous study	−0.06	0.45 ^ correlation is significant at the 0.01 level (bilateral).
Contribute to the modernization of education	0.12	0.28
Allow greater access to school information	0.30 ^ correlation is significant at the 0.01 level (bilateral).	0.34 ^* * correlation is significant at the 0.05 level (bilateral);
Contribute to better overall communication	0.14	0.09

Problems and difficulties	Respondents	n	M	SD	t(gl)
Difficulty using IT	Students	104	2.35	1.05	-1.08 (145)
Difficulty using IT	Teachers	43	2.56	1.14	-1.08 (145)
Lack of knowledge as a user	Students	105	2.27	1.00	-2.03 (69.54) ^* * p < 0.05;
Lack of knowledge as a user	Teachers	43	2.67	1.15	-2.03 (69.54) ^* * p < 0.05;
Platform operating difficulties	Students	104	2.55	1.06	-1.83 (145)
Platform operating difficulties	Teachers	43	2.91	1.13	-1.83 (145)
Obsolete/old-fashioned computer park	Students	104	2.40	1.03	-7.42 (145) ^* ***** p < 0.001.
Obsolete/old-fashioned computer park	Teachers	43	3.88	1.26	-7.42 (145) ^* ***** p < 0.001.
Lack of equipment	Students	104	2.60	1.14	-6.83 (145) ^* ***** p < 0.001.
Lack of equipment	Teachers	43	3.98	1.06	-6.83 (145) ^* ***** p < 0.001.
Difficulty accessing the internet	Students	103	3.42	1.22	-2.13 (93.02) ^* * p < 0.05;
Difficulty accessing the internet	Teachers	43	3.84	1.02	-2.13 (93.02) ^* * p < 0.05;

Problems and difficulties	Average use of DPT by students	Average use of DPT by teachers
Difficulty using IT	−0.094	−0.333 ^* * correlation is significant at the 0.05 level (bilateral).
Lack of knowledge as a user	−0.118	−0.314 ^* * correlation is significant at the 0.05 level (bilateral).
Platform operating difficulties	−0.133	−0.274
Obsolete/old-fashioned computer park	−0.203 ^* * correlation is significant at the 0.05 level (bilateral).	−0.090
Lack of equipment	−0.048	0.068
Difficulty accessing the internet	−0.039	0.090

Respondents	N	M	SD	t(gl)
Students	97	1.78	0.414	7.19 (138) ^* ***** p < 0.001.
Teachers	43	1.23	0.427	7.19 (138) ^* ***** p < 0.001.

[1] Isabel Fialho has a doctorate in Educational Sciences from the Universidade de Évora (Portugal). She is a professor at the same institution. E-mail: ifialho@uevora.pt

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Advantages and difficulties in the use of digital platforms and technologies by teachers and students

ABSTRACT