To identify factors that can contribute toward supporting educator adoption of digital technologies beyond the emergency remote teaching response to COVID-19, we investigated how teachers’ motivation and abilities related to the use of digital technologies for teaching changed since the onset of the pandemic. Two surveys and interviews were conducted with school teachers in Spain. The first survey was completed at the onset of the COVID-19 lockdown, the second survey and interviews in the weeks leading up to the school year that followed. Survey questions were from SELFIE and the Work Tasks Motivation Scale for Teachers. Moreover we analysed the type of advice teachers sought on Twitter during the lockdown and post-lockdown periods. Results indicate that teachers believe their proficiency in using digital technologies for teaching has improved. Teacher confidence in using technology for preparing lessons, class teaching, assessing and providing feedback, and for communicating with students and families has increased along with teacher motivation to improve their digital skills and use digital technologies for teaching. Teacher advice seeking on Twitter seemed to shift from serving immediate instructional needs to focussing on professional development and the creation of their own digital content.

中文翻译：

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应急教育对教师使用数字技术的能力和动机的影响

为了确定在应对 COVID-19 的紧急远程教学响应之外有助于支持教育工作者采用数字技术的因素，我们调查了自大流行开始以来教师在使用数字技术进行教学相关的动机和能力发生了怎样的变化。对西班牙的学校教师进行了两次调查和访谈。第一次调查是在 COVID-19 封锁开始时完成的，第二次调查和访谈是在下一学年之前的几周内完成的。调查问题来自SELFIE和教师工作任务动机量表。此外，我们分析了锁定和锁定后教师在 Twitter 上寻求的建议类型。结果表明，教师认为他们在使用数字技术进行教学方面的熟练程度有所提高。教师在使用技术准备课程、课堂教学、评估和提供反馈以及与学生和家庭沟通方面的信心随着教师提高数字技能和使用数字技术进行教学的积极性而增加。在 Twitter 上寻求教师建议似乎从满足直接的教学需求转变为专注于专业发展和创建自己的数字内容。