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Covid pandemic as a disruptive factor enhancing ICT use in social sciences’ teaching practices

Maruszewska Ewa Wanda, Eisenbardt Monika, Tuszkiewicz Maciej

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

2022

z. 160

383--407

Purpose: Our research attempts to understand a change in social sciences’ academics' teaching practices that can be observed during the COVID pandemic and that are predicted after the pandemic. Design: We investigate – in the light of the Blin’s and Munro’s activity theory (2008) – whether the COVID pandemic is a disruptive factor that may lead to the transformation of social sciences academics’ teaching practices. The research instrument was a worldwide survey conducted among social sciences’ academics. Findings: COVID pandemic has already introduced changes into academics’ teaching practices in a form of broad ICT usage as well as initiated changes in the teaching activities design. Research limitations: The number of responses is limited to 382 with only a collection of 77 responses from outside of Europe. We applied a general approach for ICT means not asking respondents about particular ICT tools. COVID as a pandemic evolves continuously indicating the need for further, in-depth research in this field. Practical implications: COVID pandemic might serve as a disruptive factor enforcing further changes in social sciences’ academic teaching practices after the pandemic. Social implications: Our results indicate that the quality of social sciences teaching has worsened during the pandemic and most of the respondents do not predict significant changes in the quality of teaching after the pandemic compared to the quality of teaching before the pandemic. Originality: We contribute by showing that introduction of a new tool (ICT) and modified teaching activity design resulted in a serious alteration of the teaching practice of social sciences’ academics. We did not confirm that COVID disruption was expansive enough to permanently transform teaching practices of social sciences academics, hence we suggest that obstacles to successful incorporation of ICT in teaching practices are still present. We showed that ICT is predicted to be used more frequently rather than before (when it was only utilised as a platform to transfer traditional material) and will not modify the well-established practices referring to instructional tools. Our study suggests that the relation between teacher and teaching activity design is not mediated by ICT tools, which may result in resistance from the teachers.

Telework usage among white collar workers in the real estate sector

Arvola R., Tint P.

Zeszyty Naukowe Politechniki Poznańskiej. Organizacja i Zarządzanie

2017

Nr 75

35--49

Telework has become a common form of work for white-collar workers in recent years. Although the number of telework studies increases, there is still a lack of knowledge regarding telework – as the opportunities for this mode of work are developing rapidly. The purpose of the current study is to find out the spread and drivers of telework in the real estate sector. The current research uses empirical data from a survey with 127 respondents who work for real estate companies in Estonia. Data were collected through a quantitative questionnaire during 2017. Three hypotheses were presented regarding the drivers for the employees. The study confirmed that employees in the real estate sector use telework in order to save commuting time and costs, and to have more freedom and privacy. The results show that only a small number of employees have remained untouched by telework. Based on the current study on information-communication technology (ICT) and mobile devices’ daily use, telework has a high potential in the real estate sector. The decision to work remotely is usually made by workers themselves and therefore the main drivers for teleworking have been employee-centred. It is necessary to educate employees and employers concerning the advantages and risks connected with telework. That would contribute to introducing telework’s potential and suggestions to them.

Telepraca stała się powszechną formą pracy dla pracowników umysłowych w ostatnich latach. Chociaż wzrasta liczba badań z zakresu telepracy, nadal brakuje wiedzy na jej temat – ponieważ możliwości tego trybu pracy rozwijają się szybko. Celem badania było znalezienie obszaru i motywacji do telepracy w sektorze nieruchomości. Aktualne badania wykorzystują dane empiryczne z badania przeprowadzonego wśród 127 respondentów, którzy pracują w Estonii dla firm zajmujących się nieruchomościami. Dane zbierano w ramach ilościowego kwestionariusza w 2017 r. Przedstawiono trzy hipotezy dotyczące motywacji pracowników. Badanie potwierdziło, że pracownicy sektora nieruchomości korzystają z telepracy w celu oszczędności czasu i dojazdu do pracy oraz większej wolności i prywatności. Wyniki pokazują, że tylko niewielka liczba pracowników nie korzysta z telepracy. Według wyników badania dotyczącego technologii informacyjno-komunikacyjnych (ICT) i urządzeń przenośnych codziennego użytku, telepraca ma duży potencjał w sektorze nieruchomości. Decyzja o pracy zdalnej odbywa się zazwyczaj przez samych pracowników, a zatem główne czynniki wpływające na telepracę zostały skoncentrowane na pracownikach. Konieczne jest wykształcenie pracowników i pracodawców w zakresie zalet i zagrożeń związanych z telepracą. To mogłoby przyczynić się do zapoznania ich potencjałem i propozycjami telepracy.

Examples of reasons of using ICT in classroom for creative pupils activity

Ratusiński T., Płachciok M.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

2011

Vol. 16

321--330

We can create many activities when we place geometrical problems to solve in class. For example: analyzing questions, making observation, discovering property of geometrical objects, searching the dependences among them, making hypotheses, making argumentation, proving, investigation of special cases and many others. Using traditional didactic resources causes that the abovementioned activities may be difficult for pupils at every level of education. It is also hard to explore the considered problems. That is why it is legitimate to search how to use ICT to support pupils in this process. Using GeoGebra based materials is an interesting idea for this purpose. Well made interactive materials can be used during normal lessons as well as during additional activities. Such a solution may increase understanding of the problem, and also allows a teacher to discuss with pupils extra curricular mathematics contents.