Prospective teachers’ cognitive engagement during virtual teaching in the time of COVID-19 using ICT: the case of GeoGebra and Desmos

Abstract

The coronavirus disease 2019 (COVID-19) pandemic has created challenges and opportunities for educators. On the one hand, the disruption has greatly impacted the day-to-day activities of schools, teachers, students (learners) and educators. On the other hand, the availability of different digital learning management platforms and other digital tools has allowed continuing schooling virtually, especially in those parts of the world where access to such technology is satisfactory. Often, the virtual learning environment is a substitute for the in-person classroom environment, thereby creating the challenge of engaging students cognitively during virtual teaching (We will use the term virtual teaching throughout, although terms like online learning, online education, etc. could be used interchangeably in the context of our study)