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Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field
Abstract
The COVID-19 pandemic brought frightening headlines. Each day dawned with news highlighting the number of cases (and deaths), the contagiousness of the disease, the lack of a cure or vaccine, and the scarcity of personal protective equipment for our healthcare and other frontline workers. One of the few positives was the speed at which many global partners joined to battle the disease. Academic researchers and even academic journals joined in the fight. For instance, in addition to giving open access to articles, many medical journals switched to a speedier review to be able to quickly publish promising results. So, as researchers were making early discoveries, they had a way to bypass a traditionally longer review and publication process to give hope, share building blocks, and encourage collaboration. (...)
... Much of the work, though, is underpinned by my core themes, particularly community. E-books, such as those edited by Ferdig et al. (2020) and Gill et al. (2020), compiled short experiential impressions of practitioners and shared tips in the context of teacher education and the Ferdig edited volume contained a whole section on community and collaboration while the Gill et al. book (2020) contained my own study of pedagogical being in lockdown and the importance of community. Rovai (2002, p. 6) had described "desire to learn," as the core uniting factor of collaborative learning in online communities: "Learning represents the common purpose of the community as members ... grow to value learning and feel that their educational needs are being satisfied through active participation" (p. 6). ...
... Dependiendo el tipo de prueba (teórica o práctica) se deberá seleccionar la herramienta más adecuada para cada caso. Las pruebas pueden ser además síncronas (por ejemplo, cuestionarios con límite de tiempo con o sin control biométrico, videoconferencia, tareas individuales o grupales realizadas y defendidas en un tiempo definido máximo), o asíncronas (por ejemplo, cuestionarios sin tiempo máximo de realización, entrega de tareas, participación foros o diarios reflexivos) (Ferdig et al., 2020). ...
Estudio exploratorio en Iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia A B S T R A C T The education system in times of pandemic has had to be urgently and unexpectedly transformed into a virtual modality. This paper presents an exploratory study on the main difficulties encountered by educational institutions in Iberoamerica and some strategies used in teaching and learning processes. Likewise, considering the previous analysis, an evaluation model is proposed to be considered in the contingency plans for health emergencies. R E S U M E N El sistema educativo en tiempos de pandemia ha tenido que transformarse de forma urgente e imprevista a una modalidad virtual. En este trabajo se presenta un estudio exploratorio sobre las principales dificultades encontradas por las instituciones educativas en Iberoamérica y algunas estrategias utilizadas en los procesos de enseñanza aprendizaje. Asimismo, teniendo en cuenta el análisis previo, se propone un modelo de evaluación a considerar en los planes de contingencia debido a la emergencia sanitaria.
... Las condiciones generadas por la pandemia de la COVI-19 han potenciado la digitalización de la enseñanza, en ocasiones como única solución de emergencia ante la situación o como un apoyo (Ferdig et al., 2020). En el caso del aprendizaje de las ciencias experimentales, que por su propia naturaleza requieren de experimentación, la no presencialidad ha representado un importante desafío, en especial para las prácticas de laboratorio (p.e., Babinčáková y Bernard, 2020;Fox et al., 2021). ...
Los laboratorios virtuales pueden permitir el aprendizaje de las ciencias experimentales, del método científico y del entorno natural, tanto al abordar la educación en línea (e-learning) como en entornos híbridos (b-learning). Para ello, deben diseñarse de acuerdo con las necesidades del alumnado obje-tivo, en estructura, conocimientos, materiales a emplear y experimentos incluidos, de forma que este pueda adquirir conocimientos y competencias requeridos. Se describe el diseño de un laboratorio virtual que permite un aprendizaje experimental sobre la luz, adaptado para futuro profesorado de educación infantil, teniendo en cuenta sus necesidades presentes discentes y futuras como docentes. Diseñado como presentación interactiva autoguiada con Genially, combina instrucciones, apartados de reflexión, preguntas directas, fotografías y vídeos de experimentos, recopilando mediante cuestio-nario los conocimientos adquiridos y percepciones alumnado. El recurso didáctico ha sido muy bien acogido entre el alumnado, tanto durante la formación en línea por la pandemia de COVID-19 como en aprendizaje mixto. Palabras clave: formación docentes, didáctica de la ciencia, laboratorio virtual, recursos didácticos, innovación educativa, didáctica de la Física.
Virtual laboratory on light for training early childhood education teachers
Virtual laboratories can facilitate the learning of experimental sciences, the scientific method, and the natural environment, both in online education (e-learning) and in hybrid environments (b-learning). Virtual laboratories would be designed according to the target students' needs, in structure, knowledge, materials to be used and experiments included, so that they can acquire the required knowledge and skills. The design of a virtual laboratory on experimental learning about light, adapted for future teachers of early childhood education, considering their present and future needs as teachers, is described. Designed as an online self-guided interactive presentation with Genially, it combines instructions, thinking sections, direct questions, photographs and videos of experiments, including a questionnaire on students' perceptions and knowledge. The teaching resource has been very well received by students, both during online training due to the COVID-19 pandemic and in blended learning.
... The progressive tendency towards an educational model of blended-learning (b-learning) that combines face-to-face and virtual learning processes, has been in-creasing for the last months due to COVID-19 pandemic necessities. The situation of total or partial school lockdown (IESALC, 2020) and the possibility of new closures in classrooms, schools or universities requires the implementation of e-learning and b-learning didactic tools and new methodological approaches (Ferdig et al., 2020). Pre-vious experiences show that all the participant teachers are not sufficiently trained for this new educational environment (Ramírez-Montoya et al., 2017). ...
Nowadays, social media, especially video, represent an important source of information, being relevant both in formal and in non-formal education. Training preservice teachers to use and generate online audiovisuals as teaching resources could improve their teaching and professional skills. This study presents an innovative experience developed at a Teacher Training faculty with the aim of fostering preservice teachers´ generation and use of online videos as teaching resources. Student-generated videos have been located and disseminated through an online TV portal, YouTube-based, implemented for this purpose. The preservice teachers involved in the experience generated more than 300 didactic videos. The online tv portal was designed to link and connect the Teacher Training faculty teachers and students with other education faculties, and with some elementary and secondary schools. Additionally, this channel place value on student-generated videos and facilitate their projects dissemination. Results show a beneficial interaction for all of them, including a wide variety of video formats production. The contents released through these videos reveal a multicultural and multilingual richness, and a desirable and necessary interaction with schools. Flexibility in video and channel requirements became one of the most important key factors of the experience, which was able to accommodate the high heterogeneity among educative stages and institutions.
... In the context of this challenging and unpredictable situation caused by the COVID-19 school closures, research has been urgently required to provide data that could inform education policy and practice (Huber and Helm, 2020). As a result, there has been an important research output exploring the different experiences and difficulties faced by educational stakeholders (Ferdig et al., 2020). Nonetheless, even though it has been strongly suggested to conduct cross-country research (OECD, 2020b), there are still few cross-country studies that explore variations across countries (Huber and Helm, 2020;Thorell et al., 2021), in particular concerning inclusive teaching and learning. ...
With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined.
The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are considered the pillars of HLT, as they made the transition from teaching traditionally one day to remote learning the next. This study explored how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances. This study also suggests the application of the Happenstance Learning Theory in understanding and explaining how teachers seemingly make changes “in the moment”.
This chapter reports on data generated through a process of COVID-19 attuned metho-pedagogical innovation established in the chapter "what are artists and art educators teaching us about how we can conceive and deliver teacher professional learning into the future?" Analysis of data reported in Coleman and MacDonald's (2020) chapter articulates how movement between temporal and latent space enables teachers to attend to professional learning during times of COVID-19 driven interruption. The act of moving between the temporal and latent creates what can be described as Deleuzean slippage; a productive act that yields new possibilities for becoming differently. This follow-up chapter reports data generated via a widened lens of slip-page enacted by an expanded authorship team. In so doing, this chapter elicits an example of methodological and pedagogic interchange-with methodology and pedagogy mutually constituting each other, becoming metho-pedagogy. With a/r/tographic documentations of change occurring individually, collectively, and col-laboratively, we propose slipperiness as a generative catalyst for change in pedagogic ways of knowing. To evidence this, this chapter enfolds metho-pedagogic data to explore four art educators' pedagogic ways of knowing. Metho-pedagogic data includes artifacts created in response to a provocation through artistic, research or teaching practice. On this occasion data were created through the practice and process of writing a/r/tographic hundreds, comprised of 100-word blocks of text. To create the hundreds, we engaged in collaborative playdates for distilling pandemic-attuned, speculative metho-pedagogies. Informed by Gert Biesta's 'critical look at the idea of evidence-based practice' (2007), this chapter draws out implications of metho-pedagogic data to illustrate how slippage enables new pedagogic encounters in and with the (post)pandemic world. The expanded authorship team test how slippery speculation regenerates thinking about teaching and how we teach teachers. Our critical engagement with data pertaining to slipperiness leads us to assert a need to prompt teachers to move between latent and temporal spaces for pursuing visual and meta-phoric thinking about their worlds-questioning, critiquing, and wondering with curiosity and imagination. From this, we argue the need to support and safeguard art teachers' attendance to practice pedagogical slipperiness between pre-COVID and COVID normal education experience. HISTORICAL REVIEW Coleman and MacDonald's initial 2020 chapter reported data generated through collaborative playdates (Grocott, 2012). These prompted reflection upon art educators' COVID attuned sense-making and collective 'figuring out'. Analy
Blind and visually impaired (BVI) people frequently encounter challenges in their daily lives. With the COVID-19 pandemic, some of those challenges decreased, but some became more evident. The goal of this chapter is twofold. First, we present the findings of a qualitative case study of a blind student sharing reflections of his daily barriers with online learning during the COVID-19 pandemic, his success strategies, and his impressions of using emerging technologies. Second, we discuss guidelines on using traditional and innovative technologies to assist BVI individuals. The chapter has practical implications not only for the BVI population but for all students, applying principles of Universal Design for Learning (UDL) and illustrating the responsibility of stakeholders for inclusive policies on the implementation of assistive technologies and accessible learning experiences.
Higher education is the most contributing and paramount instrument in designing and redesigning the landscape and destiny of any country. Undeniably, it is always the key socio-economic device and has positively proportionate relation with any state’s GDP, Health indicators, industrial growth and multifaceted development. If it is not moved in the prospective dimension, the devastation it causes can be precarious and unpredictable too. Our Indian higher education, which is the largest in the world with 70 million enrolments, 1000 plus different universities and 45000 HEI,s is not an exception to this widely proved doctrine. As UN- General Secretary commented, ‘The Present notable COVID-19 disaster has triggered history’s biggest disruption of education, affecting 1.6 billion students worldwide (70% of the world student population) and some 23.8 million students may not be able to return to schools to next year because of economic fallout’. ‘It is critical that education is at the heart of international solidarity’. (The Hindu, 09-08-2020). The Research and other forms of scholastic endeavors, which indeed are more consultative and collaborative in nature, have completely paused desperately at greater extent and caused on insurmountable obstacle. Unfortunately, as in most other developing and underdeveloped countries, in India too, there were no predetermined pathways to combat and compete with the perlious pandemic type cataclysmic circumstances. Still we should enshrine with huge hope to face and fight the unprecedented challenges thrown by the pandemic.
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