Frontiers in Education,
Год журнала:
2024,
Номер
8
Опубликована: Янв. 3, 2024
The
COVID-19
pandemic
launched
a
challenge
on
the
education
system
and
required
schools
to
make
organizational
changes
in
order
continue
serving
local
community.
Essential
this
process
are
support
teachers
who
play
key
role
as
agents
of
change.
Despite
their
role,
perspectives,
desires,
needs
these
have
since
been
neglected,
despite
centrality
contemporary
Italy.
Accordingly,
specific
aim
study
revolves
around
supporting
teachers’
experiences
with
digital
technologies
(i.e.,
learning
applications,
telecommunication
media,
interactive
devices)
within
context,
especially
used
maintain
educational
bond
students
disabilities.
Attuned
an
interpretative
paradigm,
qualitative
research
has
ethnographic
design,
which
was
implemented
secondary
school
Northern
Italian
city.
Throughout
article,
we
discuss
three
main
drawbacks
found
fieldwork:
(i)
prevailing
change
bureaucratic
management;
(ii)
pervading
mind–body
binarism
teaching;
(iii)
long-term
vision
for
inclusion
being
subject
passive
logic
adaptation.
Finally,
reflect
some
emerging
implications.
first
points
necessary
move
from
rationalistic
management
alternative
model
focused
more
guaranteeing
social
justice
among
stakeholders.
second
is
that
very
introduction
new
technology
should
be
aimed
at
engaging
actors
whose
work
invisible
date
setting
empower
them
third
suggests
that,
overcome
community
disaggregation
mind-body
binarism,
teacher-researcher
figure
needed,
holistic
skills
addition
those
technical
nature
delivered
by
institutional
training
programs.
PLoS ONE,
Год журнала:
2024,
Номер
19(12), С. e0311695 - e0311695
Опубликована: Дек. 12, 2024
This
longitudinal
study
delves
into
the
impact
of
COVID-19
pandemic
on
utilization
digital
tools
in
education,
particularly
focusing
transition
classrooms
spaces.
Three
years
after
lockdown,
results
from
144
primary
and
secondary
teachers
who
also
participated
a
questionnaire
during
lockdown
indicate
an
expected
decline
frequency
using
resources,
attitude
assessment-related
activities.
Furthermore,
activities
centred
around
verbal
procedural
learning
continue
to
be
teacher-centred.
However,
notably,
experienced
technologies
exhibit
relative
increase
adoption
for
more
student-centred
activities,
underscoring
significance
prior
experience
effective
technology
integration.
The
highlights
importance
teacher
training
augment
incorporation
curriculum,
promoting
teaching
methodologies.
Education in the Knowledge Society (EKS),
Год журнала:
2023,
Номер
24, С. e28509 - e28509
Опубликована: Март 23, 2023
The
use
of
ICT
in
teaching
has
ostensibly
increased
over
the
last
few
years,
especially
due
to
distance
imposed
during
pandemic.
Our
study
aims
understand
how
Music
teachers
and
it
relates
their
beliefs
regarding
its
pedagogical
value
for
learning.
We
adopt
a
quantitative
methodology
based
on
survey-type
design
first
an
ex
post
facto
second
stage.
results
show
limited
among
secondary
school
generally,
degree
(high,
medium,
low)
correlates
with
value,
i.e.,
higher
leads
more
frequent
use.
Therefore,
should
be
promoted
reach
broader
acceptance
integration
teaching.
Pixel-Bit Revista de Medios y Educación,
Год журнала:
2022,
Номер
65, С. 7 - 38
Опубликована: Янв. 1, 2022
Los
jóvenes
aprendices
de
algún
idioma,
normalmente
hacen
una
asociación
entre
palabras
y
objetos
para
entender
lo
abstracto
las
cosas;
que
se
relacionan
con
imágenes,
animaciones
o
sonidos,
facilitan
la
comprensión
asimilación
aprende
e
incrementan
su
interés
por
el
conocimiento.
Este
trabajo
muestra
un
proyecto
focalizado
en
aprendizaje
idiomas,
cual
cristaliza
mediante
sistema,
basado
realidad
aumentada,
sirve
como
plataforma
aprendizaje,
ayuda
tanto
a
enseñanza
al
entendimiento
conceptos
abstractos.
El
sistema
incluye
vocabularios
asocian
palabras,
cuales
almacenan
base
datos
diferentes
formatos,
imágenes
2D
3D,
texto,
video
audio,
mismos
son
asociados
ítems
cuyo
contenido
es
representar
entidades
abstractas
entrenar
lectura,
escritura
pronunciación
idioma.
Además,
este
le
permite
asesor
virtual
interactuar
usuario
vía
internet,
facilita
distancia
funcionamiento
iterativo
(autoevaluación).
Finalmente,
fue
evaluado
alumnos
nivel
básico
donde
sus
comentarios
fueron
muy
prometedores
implementación
modelo
pedagógico
Flipped
Learning
escuelas
públicas
mexicanas
Journal of Education Technology,
Год журнала:
2022,
Номер
6(2), С. 338 - 349
Опубликована: Апрель 18, 2022
Covid-19
has
had
a
significant
impact
on
the
teaching
and
learning
process.
This
study
aims
to
evaluate
process
during
pandemic,
interesting
different
thing
is
that
this
research
carried
out
in
online
Papua.
uses
qualitative
descriptive
method,
subjects
are
students
lecturers
Papua,
Indonesia.
was
conducted
through
three
stages,
namely:
data
collection;
reduction;
verification
confirmation
of
conclusions.
The
instruments
used
interviews,
photo
documentation
Whatsapp
application.
Data
analysis
triangulation
method
(measurement
validity).
results
are:
First,
e-learning
pandemic
difficult
run
well,
influenced
by
facilities
such
as
networks
communication
devices;
Second,
emotional
closeness
between
not
well
established,
monotonous
there
more
tasks
form
orders;
Third,
provides
benefits,
namely
forcing
acceleration
mastery
digital-based
technology
social
media
content
massively.
conclusion
various
opinions
starting
from
infrastructure,
quality
interaction,
benefits
received.
importance
further
increasing
development
facilities,
especially
support
improvement
education
special
handling
advance
Eastern
Frontiers in Education,
Год журнала:
2024,
Номер
8
Опубликована: Янв. 3, 2024
The
COVID-19
pandemic
launched
a
challenge
on
the
education
system
and
required
schools
to
make
organizational
changes
in
order
continue
serving
local
community.
Essential
this
process
are
support
teachers
who
play
key
role
as
agents
of
change.
Despite
their
role,
perspectives,
desires,
needs
these
have
since
been
neglected,
despite
centrality
contemporary
Italy.
Accordingly,
specific
aim
study
revolves
around
supporting
teachers’
experiences
with
digital
technologies
(i.e.,
learning
applications,
telecommunication
media,
interactive
devices)
within
context,
especially
used
maintain
educational
bond
students
disabilities.
Attuned
an
interpretative
paradigm,
qualitative
research
has
ethnographic
design,
which
was
implemented
secondary
school
Northern
Italian
city.
Throughout
article,
we
discuss
three
main
drawbacks
found
fieldwork:
(i)
prevailing
change
bureaucratic
management;
(ii)
pervading
mind–body
binarism
teaching;
(iii)
long-term
vision
for
inclusion
being
subject
passive
logic
adaptation.
Finally,
reflect
some
emerging
implications.
first
points
necessary
move
from
rationalistic
management
alternative
model
focused
more
guaranteeing
social
justice
among
stakeholders.
second
is
that
very
introduction
new
technology
should
be
aimed
at
engaging
actors
whose
work
invisible
date
setting
empower
them
third
suggests
that,
overcome
community
disaggregation
mind-body
binarism,
teacher-researcher
figure
needed,
holistic
skills
addition
those
technical
nature
delivered
by
institutional
training
programs.
