RESUMEN
More and more digital technologies are being integrated into school learning, and one strategy by policymakers to reinforce this trend is employing digital one-to-one approaches. For digital technologies to be fruitfully integrated into school-based learning scenarios, teachers and their anticipations are key. In our study, we want to explore how internal, external and technological factors affect the instructional anticipations of mathematics teachers in a digital one-to-one educational environment. Therefore, we employed a modified model of the Unified Theory of Acceptance and Use of Technology. Through our structural equation study, in which data from more than 900 mathematics teachers were analyzed, we identified that especially technological and external factors can predict mathematics teachers' instructional anticipations. Findings from our study could be particularly relevant for educational policymakers, informing them about the importance of factors or interventions related to educational technology implementation.
RESUMEN
In spring 2020, the COVID-19 pandemic triggered a global crisis with far-reaching effects, not least on education. Since the beginning of the pandemic, its impact on learning losses and increasing educational inequality has been widely discussed. While empirical evidence of rising educational inequality and learning loss is steadily growing, at the same time little is known about the families who are interested in remedial measures like summer schools to bridge the negative effects of the pandemic and school closures. The present study addresses this lack of research by providing an initial examination of the empirical evidence of mechanisms underlying parental choice of remedial measures. We take a closer look on which parents are particularly attracted by remedial measures by using cross-sectional data from a parent survey (Nâ¯= 3590 parents) in Austria. The findings, illustrated via a series of latent mediation models, indicate that parents' intention to use remedial measures is predicted by parents' attitudes towards the implementation of remedial measures, parents' assessment of their child's learning engagement and of the quality of distance learning during school closures. Moreover, the intention to use remedial measures is significantly influenced by the family's socioeconomic status. Supplementary Information: The online version of this article (10.1007/s35834-022-00356-4) contains supplementary material, which is available to authorized users.