Teacher Trainees’ Perspectives on the Use of Technology for Teaching and Learning in Forced Displacement Contexts

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 INTRODUCTION AND SITUATING THE PROBLEM IN THE AFTERMATH OF COVID-19

Introducing educational technology (EdTech) and distance and online learning in low-resource environments requires a deep understanding of the different multimodal forms of teaching and learning, the environment’s infrastructure, the availability of low-cost-effective technology, and addressing the knowledge needs among the teachers (UNESCO 2021; West 2023; Bouchey, Castek & Thygeson 2021; Chuag 2021; United Nations Children’s Fund and International Telecommunication Union 2020). Lessons learnt from the COVID-19 pandemic point out that it is possible to expeditiously prepare, adapt, adopt, and implement educational technology. However, it is also necessary to map out the available infrastructure alongside making careful considerations around the digital divide before any technology-based teaching-learning approaches, tools, and further infrastructure are designed and implemented to reduce inequalities (West 2023; Nesamoney, Darmstadt & Wise 2021; Nicolai, Wilson & Jefferies 2021; Munoz-Najar et al. 2021; Banati, Jones & Yousef 2020; Gichuhi et al. 2020). The utilisation of EdTech has emerged as a prominent topic of debate and discussion in policy agendas, particularly about the preparedness of the education sector to respond to crises effectively. It thus became an appealing topic and approach within the context of forced displacement, which is the focus of this paper and will be discussed in the next section.

Gichuhi, L. 2025. Teacher Trainees’ Perspectives on the Use of Technology for Teaching and Learning in Forced Displacement Contexts. Journal of Interactive Media in Education, 2025(1): 3, pp. 1–14. DOI: https://doi.org/10.5334/jime.884

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Journal of Interactive Media in Education 

Connected Learning in Contexts of Forced Displacement 



                     [Picture Courtesy of Twitter (X) ]

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