Abstract
Introduction:
In our research, we asked the following research questions: What e-resources do teachers use? How and why are they using them? We were interested in using e-resources during distance learning due to the pandemic and after it.
Exploring how teachers have learned to use diverse e-resources is essential for curriculum, textbook makers, and teacher educators.
Methods
To answer these research questions, we have realized observation in the classrooms and interviews with teachers. 4 primary school teachers have been observed in 14 distanced Czech, English, math, social studies, and science lessons and in 12 lessons of the same subjects taught at schools.
Following each observation, we realized an interview to ask about the intention to use specific e- resources in the lesson. In addition to these brief interviews, we realize two in-depth interviews with each teacher about their relationship to e-resources, the experience of their use, etc.
Results
Teachers used a range of diverse e-resources in online teaching and subsequent full-time teaching.
The main selection criteria for e- sources use were attractiveness, fun, and interactivity. This finding is in line with the conclusions of other research (Hansen and Gissel 2017; Peacock and Gates 2010;
Old 2019). Teachers did not mention the use of e-resources to support pupils' learning.
Teachers seek E-sources primarily on teacher servers; they get their resource tips from Facebook groups.
E-textbooks and other teaching resources were used if these were user-friendly. Teachers are unwilling to study complicated e-textbooks. If e-textbooks do not impress them with their processing, they reach other sources.
Discussion
We believe that random searching of e-resources on the Internet does not guarantee the consistency of teaching and the educational objectives. (Stará, Starý 2019)
We conclude that the dilemma of the teacher's autonomy requirement and at the same time the determination by teaching materials can be addressed to a large extent by allowing complex teaching e-sources to allow teachers to choose from different teaching tasks, evocative stimuli, texts, applications, pictorial material that will be linked to the teaching objectives given by curricular documents. We think that the current knowledge from the theory of learning and educational media and ICT development allows the emergence of such internally differentiated complex materials.
We are also convinced of the need to harness the creativity of primary school teachers and allow them to freely select and combine offered teaching and learning texts and tasks.
Last but not least, it is crucial to invest time and funds in supporting teachers to familiarize themselves with the possibilities of individual e-textbooks.