Technological knowledge and emotions during the state of alarm in Spain

ACADEMIA Letters Technological knowledge and emotions during the state of alarm in Spain Juan Luis Cabanillas García The COVID-19 pandemic has been a fact that has changed today’s life. It has affected a great diversity of areas such as socio-economic, health, politics and education. A total of 1,580 million children and young people have been affected by the pandemic, representing 94% of the student body worldwide. The capacity to respond to the closure of educational centers is clearly influenced by the economic level of the country, with the countries with the least technological response being the most affected (UN, 2020). The families have taken an active part during the state of alarm, influencing the pedagogical proposals through the virtual platforms, having to exist communication and coordination with the educational centers. They have taken an active part during the state of alarm, influencing pedagogical proposals through virtual platforms, having to have communication and coordination with educational centers that benefits the personal development of students (Santana & García, 2021) and According to Canese (2021), the main problems that have arisen have been: Access to technology, teaching competence, difficulties in transmitting and understanding the contents, the high workload and how to combine it with personal life and the preparation of parents and students to face these challenges among others (Reimers & Schleicher, 2020). Parents have used different ICTs resources to communicate with teachers and it has been observed that the population that studies at higher educational levels has an adequate attitude and knowledge of ICTs resources (Cabanillas, et al., 2018; 2019; 2020) . In times of crisis, emotions take on a very important weight (Kim & Choi, 2017). In the case of the pandemic caused by COVID-19, sadness, anxiety, fear, confidence and anger have been the most observed emotions in the Spanish population (Losada et al., 2020). Academia Letters, March 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Juan Luis Cabanillas García, jucabanil@alumnos.unex.es Citation: Cabanillas García, J.L. (2021). Technological knowledge and emotions during the state of alarm in Spain. Academia Letters, Article 845. https://doi.org/10.20935/AL845. 1 The general objective of the research was to observe the attitude and knowledge of ICTs resources of the fathers and mothers and what link they have with the emotions. The sample consisted of a total of 1,147 fathers and mothers who decided to participate in the study. Data collection was carried out during the state of alarm decreed on March 14, 2020. A nonexperimental, descriptive and cross-sectional correlational design has been used, carrying out a descriptive and inferential analysis of the data. The research instrument has been a questionnaire, created from the questionnaire for the study of the attitude, knowledge and use of ICTs (ACUTIC) prepared by Mirete et al. (2015) from which two of its dimensions have been taken: Attitude towards ICTs and knowledge of ICTs resources. Modifications have been made to some items to adapt them to the research context. For the analysis of positive and negative emotions, we have based on the self-report of Ochoa et al. (2019), including ten positive and ten negative emotions, being measured on an ordinal Likert scale that ranges from value 1 (never felt) to value 5 (always felt). All of them have been shown in the scientific literature as regulating and inhibiting learning (Pekrun et al., 2014). The questionnaire has shown high reliability, measured by the Cronbach’s Alpha statistic. The values obtained for each of the dimensions are detailed below: • Dimension 1 (D1) attitude towards ICTs: Measures the attitudes of parents towards the use of ICTs in relation to the teaching / learning process (0.962). • Dimension 2 (D2) knowledge of ICTs resources: Measures the knowledge of parents of different ICTs resources linked to the teaching / learning process of their children (0.950). • Dimension 3 (D3) positive emotions: It measures the intensity with which parents have felt these emotions during the state of alarm (0.926). • Dimension 4 (D4) negative emotions: It measures the intensity with which parents have felt these emotions during the state of alarm (0.914). The research has been able to verify that parents have been the ones who have preferentially taken care of the tutoring of their children, spending a large amount of time helping them, coinciding with the results of Cabrera (2020). They have been observed to use mobile devices very frequently. On the other hand, the attitude towards ICTs shown by parents has been neutral, in contrast to studies such as those carried out by Rogers & Wright (2008) and Thompson (2008) that Academia Letters, March 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Juan Luis Cabanillas García, jucabanil@alumnos.unex.es Citation: Cabanillas García, J.L. (2021). Technological knowledge and emotions during the state of alarm in Spain. Academia Letters, Article 845. https://doi.org/10.20935/AL845. 2 showed a negative attitude towards ICTs on the part of this group. The perceived knowledge of ICTs resources has been medium, which coincides with the results obtained in teachers, which show a medium level of mastery in the use of ICTs (Zambrano, 2020), being email, forum, chat, videoconference, etc. ., the search engines of information in network, of the type Google, Yahoo, Bing, Lycos, etc. and the user tools and basic programs such as Word, Power Point, etc., the ICTs resources most used by parents. They are those that allow them to interact with the activities of their children and those that they use frequently in their work activity. In relation to emotions, parents have felt positive emotions to a greater extent during the state of alarm, but coinciding with Valero et al. (2020) in which the main negative emotions shown to a greater extent have been stress, frustration and anger. No differences were found in attitude, knowledge of ICTs resources and emotions depending on the person who is tutoring the students. However, differences have been found based on age in knowledge of ICTs resources, reinforcing the conclusions of Vaterlaus et al. (2015) where children showed a greater perception of knowledge of ICTs resources than parents. Likewise, it has been observed that as age increases, positive emotions are felt to a greater extent, coinciding with studies that show that greater emotional regulation and control is observed (Gross et al., 1997). Academia Letters, March 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Juan Luis Cabanillas García, jucabanil@alumnos.unex.es Citation: Cabanillas García, J.L. (2021). Technological knowledge and emotions during the state of alarm in Spain. Academia Letters, Article 845. https://doi.org/10.20935/AL845. 3 Bibliographic references Cabanillas, J. L., Luengo, R., & Carvalho, J. L. (2018). 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Revista Ibérica de Sistemas e Tecnologias de Informação, (40), 3144. 10.17013/risti.40.31-44 Academia Letters, March 2021 ©2021 by the author — Open Access — Distributed under CC BY 4.0 Corresponding Author: Juan Luis Cabanillas García, jucabanil@alumnos.unex.es Citation: Cabanillas García, J.L. (2021). Technological knowledge and emotions during the state of alarm in Spain. Academia Letters, Article 845. https://doi.org/10.20935/AL845. 5