Digital Capabilities of Teachers: A Comparative Case Study

Abstract

Online and digital education, which was once perceived as demanding financially and academically, became the most viable option to continue teaching and learning during the COVID-19 pandemic. Despite their lack of prior experience, capabilities, or willingness, many teachers shifted their courses online in a short period to continue teaching during the pandemic. To understand the efficacy in making such a shift, the nature of digital capabilities the teachers recognize within themselves and if these capabilities correlate with their socio-cultural and geographical backgrounds are to be realized. In this study, two cases from the global North and South are compared to investigate the similarities and differences in making choices of digital tools, and, to capture their digital affordances and ability to manage technology in the teaching and learning process. A sample of 50 teachers from two higher education institutions is used to capture the perceptions. The discovered trends in the choice of tools may shed light on region-specific disparities in digital affordances in technology-enhanced learning and global digital education development.