Methodological issues in technology-mediated qualitative data collection: a mapping of research undertaken in schools during the Covid-19 pandemic

The Covid-19 pandemic strongly impacted most areas of human life, including research. Many of the studies in this period had to adapt to the limitations caused by the regulations and restrictions imposed as a result of the pandemic. Qualitative research occupies a relevant position in the field of educational research. The common feature of this type of research is the close relationship between researchers and participants. This element was called into question, with digital tools having emerged as a promising solution for data collection. An intensification of the use of digital tools for data collection in qualitative research calls for a careful analysis and reflection concerning their strengths and weaknesses. The aim of this article is to analyse the methodological aspects of qualitative data collection through a systematic literature review, focusing on the use of digital tools in the context of educational studies during the pandemic. The main results highlight the increased significance of technology-mediated data collection in educational research post-Covid-19, with the USA leading in publications. Predominantly, current studies focus on teachers’ perceptions and practices, underscoring the multifaceted nature of teaching. Interviews, often conducted via video calls or videoconferencing, were the most common data collection method. The transition from face-to-face to technology-mediated data collection in these studies shows the limited discussion of implications or ethical issues. This article provides insights into the use of technology-mediated tools, contributing to the advancement of methodological knowledge in times of crisis when the traditional use of qualitative data collection methods is compromised.