TEACHER’S PERCEPTIONS ON DIGITAL TECHNOLOGY IN RELATION TO THE IMPACT OF THE COVID-19 PANDEMIC SITUATION IN MACAU EDUCATION

This dissertation investigates the impact of the COVID-19 pandemic on teachers' perceptions of digital technology in education, particularly in the context of Macau. As
traditional classrooms transitioned to online and blended learning environments in March
2020, the necessity for teachers to adapt and utilize technology became paramount. This
study explores how future educators' experiences with e-learning during this crisis have
shaped their views on the benefits and challenges of various instructional methods, including online, face-to-face, and blended learning. Utilizing a quantitative research methodology, data were collected from a sample of
30 primary teachers through structured surveys. Findings reveal a significant shift in
attitudes towards digital tools, with many educators reporting increased confidence in
their digital literacy and recognizing the importance of technology in modern education. The research further elucidates the factors influencing teachers' preparedness for digital
instruction and the effectiveness of their internship experiences during the pandemic. The implications of this study underscore the critical role of teacher training
programs in enhancing digital literacy and pedagogical skills, ensuring that future
educators are well-equipped to navigate the complexities of contemporary educational
environments. This dissertation contributes to the growing body of literature on
technology integration in education and emphasizes the need for ongoing professional
development to support teachers in leveraging digital tools effectively.