COVID-19 and remote learning: experiences of parents supporting children with special needs and disability during the pandemic

Education 3-13, Год журнала: 2021, Номер 51(3), С. 371 - 385

Опубликована: Июль 30, 2021

The closure of school buildings due to COVID-19 created a challenge for parents and teachers supporting children's remote learning. This paper presents findings study that explored whether children with special educational needs disabilities (SEND) experienced an unusually challenging period what obstacles they faced. An online survey was sent during the first (March–June 2020) second (January–March 2021) lockdowns in England: total 141 voluntary participants responded. Thematic data analysis identified three significant themes: Infrastructure (Quality efficacy resources; Access school's virtual learning environment); Impact on parent (Perceived lack ability or understanding; Relationships; Time; Mental health); child (Reduced stress anxiety; Need routine). Recommendations schools include collaborating ensure SEND achieve greater equality inclusivity provision, by developing blended models in-school

Язык: Английский

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Exploring teachers’ readiness and beliefs about emergency remote teaching in the midst of the COVID-19 pandemic

Technology Pedagogy and Education, Год журнала: 2023, Номер 32(2), С. 205 - 222

Опубликована: Янв. 6, 2023

This article reports on a study exploring Greek K–12 teachers' views and beliefs about emergency remote teaching. A survey was conducted just after schools reopened May 2020 694 teachers participated. The findings indicated that the majority of participants conceptualised pandemic as turning point with regards to role digital technologies in schools. Exploratory factor analysis revealed four major factors affected online instruction during COVID-19 pandemic: a) abilities design learning activities; b) professional development needs; c) impact education; d) pedagogical conceptions learning. Qualitative data skills, terms organising effective environments implementing e-learning interventions classrooms, were key for successful beyond.

Язык: Английский

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Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management

Policy Futures in Education, Год журнала: 2023, Номер 21(4), С. 405 - 422

Опубликована: Май 1, 2023

Teaching is often described as one of the most emotion-laden professions. In times COVID-19 pandemic, conversion to online teaching has triggered new emotional experiences teachers that not many studies have taken into account. Studying emotion from a poststructuralist lens, this study examines 10 language in university Vietnam and their responses platforms. Analysis in-depth semi-structured interviews shows pedagogically technologically distinctive features aroused unique challenges for emotions teachers, both positive negative. Also, reported number strategies cope with situation which we term in-the-moment out-of-class regulation. The highlights need acknowledgment support terms resources, policy management institutions “new normal situation,” while displaying teachers’ self-reliance self-regulation. article calls attention an integral dimension profession, regardless physical or virtual setting classroom.

Язык: Английский

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France: Banks of educational digital resources

OECD eBooks, Год журнала: 2022, Номер unknown

Опубликована: Фев. 16, 2022

2022radio, TV, etc., were used, but also an interesting snapshot of where countries' digital (or remote) learning infrastructure was at the beginning pandemic.An Index capturing main dimensions these innovations will help readers navigate them.The first part report draws some lessons from and looks towards future.Indeed, crisis has made shortcomings education systems more visible; insufficient unacceptable achievement gaps must be addressed.Some can us build effective equitable systems.Education need spirit innovation quick experimentation that characterised pandemic, especially its beginning, with strong leadership so many stakeholders, widespread willingness to collaborate establish partnerships across all types organisations countries, ambition go quickly for good rather than slowly best, re-engagement families communities in upbringing young people, reimagine use technology tools education.In spite their imperfection, ways used support remote inspire upcoming integration education.Financial human resources needed reshape better worldwide, they should invested a new future get back old practices did not work well prior pandemic.

Язык: Английский

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TikTok challenge: dance education futures in the creator economy

Arts Education Policy Review, Год журнала: 2022, Номер 125(4), С. 430 - 440

Опубликована: Июль 1, 2022

Dance researchers and policy-makers have studied a variety of pedagogical innovations in technology-use, providing sound recommendations for its integration dance education. Over the past several years, however, ubiquity internet proliferation mobile devices dramatically changed how teachers students consume create content. When young dancers use online platforms that can act as high-speed vehicles communication connection, what are implications field dance? What is educator's responsibility supporting who want to participate so-called "creator economy?" The premise this essay education overdue reexamination practices policies meet futures we face today. I review pre-pandemic state technology-use related educational policies. articulate contemporary perspectives conflicting advice health authorities regarding digital technologies. then consider rise social media application TikTok, economy," experiences primary content creators: adolescents adults. conclude with an assessment landscape make addressing concerns raised therein.

Язык: Английский

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Utilization Kinemaster in making learning videos for elementary school teachers

AIP conference proceedings, Год журнала: 2023, Номер 2730, С. 020045 - 020045

Опубликована: Янв. 1, 2023

Язык: Английский

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Rethinking determinants of primary school teachers’ technology acceptance during the COVID-19 pandemic

Computers and Education Open, Год журнала: 2023, Номер 4, С. 100145 - 100145

Опубликована: Июнь 3, 2023

The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face emergency remote creating the biggest disruption in history of education. Despite facing significant challenges such as a lack proper information technology training, unprepared students, and infrastructural barriers, there is gap research on primary school teachers' readiness integrate technology. This study aims address this by utilizing acceptance model explore relationships between computer self-efficacy beliefs, attitudes, intentions incorporate computer-based during times disruption. Participants were N = 144 Greek, teachers, who taught virtual settings pandemic. Findings structural equation modeling showed that perceived ease use, usefulness are strong predictors attitudes towards use. adds scarce literature crucial role beliefs drivers intention use teaching. Additionally, it highlights need consider unique circumstances which used provides insights can inform design effective interventions policies.

Язык: Английский

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Transforming Foreign Language Education: Exploring Educators’ Practices and Perspectives in the (Post-)Pandemic Era

Education Sciences, Год журнала: 2023, Номер 13(6), С. 601 - 601

Опубликована: Июнь 13, 2023

The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine roles as educators. To better understand these adaptations perspectives, it is crucial study how the has influenced teaching practices. This mixed-methods focused on less-explored aspects of during pandemic, specifically examining adapted perceived practices, including rapport building learner autonomy, emergency remote (ERT) higher education institutions. It also explored teachers’ intentions for post-pandemic era. An online survey was conducted, involving 118 educators primarily from Germany, with a smaller representation New Zealand, United States, Kingdom. analysis participants’ responses revealed issues opportunities regarding lesson formats, tool usage, rapport, autonomy. Our findings offer insights into desired participants envisioned results highlight ERT had created terms teacher development, we suggestions enhance professional development programmes based findings.

Язык: Английский

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Educational Experiences of a Mechanical Engineering Technology Program During COVID-19

2020 ASEE Virtual Annual Conference Content Access Proceedings, Год журнала: 2024, Номер unknown

Опубликована: Фев. 20, 2024

Abstract This work in progress describes the study of a Mechanical Engineering Technology Program's experiences immediate aftermath Covid-19. Covid-19 and effects social distancing as precaution has had widespread significant all aspects life, including education. As with many institutions, (MET) department at ___ University, undergone wide range adjustments accommodations since campus's abrupt closure spring 2020 to try continue deliver quality education under given circumstances. One commonly identified differences between engineering technology (ET) is focus on application. To put it layperson's terms, ET tends towards "hands on" approach concepts. However, preventative measures forced campus closures limited access resources that made an unique. Distance learning was thrust upon population whose pedagogy largely founded idea in-person participation: No more could student select materials after conducting material property tests; machines were not run by students how carry out design instructions; FEA CAD done proper workstations but instead through balky remote access, 3D printed models simulated assessed virtually. A field educators regularly instructed "you this", asking them watch this". The various institutions are likely be longstanding, returning what once considered normal will unforeseeably never happen totality. part community, important contribute knowledge base regarding collective experience. Just novel observations may serve identify opportunities for advancement or disparities populations, recurring can add literature validating pedagogical phenomena. utilize explorative qualitative methods gain preliminary insight into particular setting. grounded theory faculty interviews foundation develop hypotheses Covid19 MET program, well responses said effects. Findings used inform practice society tries move forward new normalcies

Язык: Английский

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Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan

Review of Education, Год журнала: 2022, Номер 10(2)

Опубликована: Июнь 20, 2022

Abstract This qualitative study documents the experiences of 38 Grade 5 students and their six female teachers from four state‐maintained schools in Kazakhstan teaching/learning English during emergency remote teaching learning (ERT&L). It was guided by Kearney et al .’s (2012) framework that provides three dimensions influence individuals’ experience when using technological devices: personalisation , collaboration authenticity . The data collected through online individual interviews students’ drawings suggest participants asserted agentive reflexivity critical awareness advantages drawbacks ERT&L experiences. Several indicated although helped them make financial professional gains, they had difficulty assessing progress online, work overload negative impacts on well‐being quality life. Many criticised some practices COVID‐19, including allocation more homework, lack co‐operative activities attention. has pedagogical implications further evidence need for stakeholders to take into account, promote between different social actors provide with proper training use platforms. also stresses importance participatory research methods involving children capture thoughts interpretation

Язык: Английский

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