Pub Date : 2021-10-02DOI: 10.1080/09523987.2021.1989766
M. Song
ABSTRACT The potential of digital fabrication technology (DFT) in education has attracted the attention of many educational stakeholders over the last decade. However, there is scant literature on how in-service teachers take part in teacher professional development (TPD) to equip themselves with necessary DFT skills and knowledge. In response, this qualitative exploratory study aimed to identify characteristics of effective DFT-related TPD and the current status of the implementation of DFT in K–12 education in Hong Kong through interviews with local teachers and stakeholders. The findings reveal that DFT-related TPDs have had positive effects on teachers’ skills and knowledge overall, but they were found to lack in-depth hands-on training and guidance on pedagogical aspects with practical class models. Teachers flexibly adopted formal and informal TPD depending on their own backgrounds, competencies, and needs. In addition, the following barriers to applying TPD learning outcomes to classroom practices were identified: limited hardware availability and access as well as a lack of open-learning classrooms, technical support and sustained professional development for teachers, technology integration into different subjects, and government-provided guidelines and frameworks. However, these limitations were found to afford new opportunities with respect to student-centered and collaborative teaching and learning environments.
{"title":"Teacher professional development in integrating digital fabrication technologies into teaching and learning","authors":"M. Song","doi":"10.1080/09523987.2021.1989766","DOIUrl":"https://doi.org/10.1080/09523987.2021.1989766","url":null,"abstract":"ABSTRACT The potential of digital fabrication technology (DFT) in education has attracted the attention of many educational stakeholders over the last decade. However, there is scant literature on how in-service teachers take part in teacher professional development (TPD) to equip themselves with necessary DFT skills and knowledge. In response, this qualitative exploratory study aimed to identify characteristics of effective DFT-related TPD and the current status of the implementation of DFT in K–12 education in Hong Kong through interviews with local teachers and stakeholders. The findings reveal that DFT-related TPDs have had positive effects on teachers’ skills and knowledge overall, but they were found to lack in-depth hands-on training and guidance on pedagogical aspects with practical class models. Teachers flexibly adopted formal and informal TPD depending on their own backgrounds, competencies, and needs. In addition, the following barriers to applying TPD learning outcomes to classroom practices were identified: limited hardware availability and access as well as a lack of open-learning classrooms, technical support and sustained professional development for teachers, technology integration into different subjects, and government-provided guidelines and frameworks. However, these limitations were found to afford new opportunities with respect to student-centered and collaborative teaching and learning environments.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73616244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-02DOI: 10.1080/09523987.2021.1989767
T. Phan, Meina Zhu, Mary W. Paul
ABSTRACT This study reports on the effects of professional development (PD) training programs on faculty’s perceptions and uses of technology for teaching and learning using mixed methods. Collected data include survey questionnaires to faculty at a school of education (N = 47) and focus group interviews on nine participants. The qualitative findings suggest a need for a more theory-based PD format. The quantitative findings highlight the benefits of cohort training models where faculty learn from one another. By offering a safe environment to explore and experiment with innovative practices; a network of faculty support for continued innovation is established. Faculty’s perceived value of training programs varies depending on their stand on integrating technology into their pedagogical practices, which in turn, is partially determined by the subject area they teach. The study can be replicated with expansion to faculty participants from different colleges and schools to tell a complete story of their adoption of technology and teaching practices across disciplines.
{"title":"The effects of technological professional development training on faculty’s perceptions and actual use of technology","authors":"T. Phan, Meina Zhu, Mary W. Paul","doi":"10.1080/09523987.2021.1989767","DOIUrl":"https://doi.org/10.1080/09523987.2021.1989767","url":null,"abstract":"ABSTRACT This study reports on the effects of professional development (PD) training programs on faculty’s perceptions and uses of technology for teaching and learning using mixed methods. Collected data include survey questionnaires to faculty at a school of education (N = 47) and focus group interviews on nine participants. The qualitative findings suggest a need for a more theory-based PD format. The quantitative findings highlight the benefits of cohort training models where faculty learn from one another. By offering a safe environment to explore and experiment with innovative practices; a network of faculty support for continued innovation is established. Faculty’s perceived value of training programs varies depending on their stand on integrating technology into their pedagogical practices, which in turn, is partially determined by the subject area they teach. The study can be replicated with expansion to faculty participants from different colleges and schools to tell a complete story of their adoption of technology and teaching practices across disciplines.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80087407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/09523987.2021.1976827
J. A. V. Vázquez, M. Ramírez-Montoya, J. González
ABSTRACT Online education has increased over the last two decades in response to an increasing learning demand. Massive open online courses (MOOCs) seem to be an adequate tool to facilitate current educational dynamics. However, evaluating students’ motivation and learning to predict their engagement when attending a MOOC represents a challenge. This study combines characteristics of data from MOOC environments (e.g., large sample size) with well-established psychometric methodology (validity and reliability estimations) to attain a reliable resource to evaluate MOOC participants. Four independent datasets from MOOCs on energy-related topics were used to psychometrically examine the new “Initial survey of interests, motivations, and knowledge regarding MOOCs” (EIIMC-MOOC). The results indicate that the EIIMC-MOOC is a valid, reliable and stable tool to evaluate initial motivation and prior knowledge of participants attending energy-related topics.
{"title":"Psychometric assessment of a tool to evaluate motivation and knowledge of an energy-related topic MOOC","authors":"J. A. V. Vázquez, M. Ramírez-Montoya, J. González","doi":"10.1080/09523987.2021.1976827","DOIUrl":"https://doi.org/10.1080/09523987.2021.1976827","url":null,"abstract":"ABSTRACT Online education has increased over the last two decades in response to an increasing learning demand. Massive open online courses (MOOCs) seem to be an adequate tool to facilitate current educational dynamics. However, evaluating students’ motivation and learning to predict their engagement when attending a MOOC represents a challenge. This study combines characteristics of data from MOOC environments (e.g., large sample size) with well-established psychometric methodology (validity and reliability estimations) to attain a reliable resource to evaluate MOOC participants. Four independent datasets from MOOCs on energy-related topics were used to psychometrically examine the new “Initial survey of interests, motivations, and knowledge regarding MOOCs” (EIIMC-MOOC). The results indicate that the EIIMC-MOOC is a valid, reliable and stable tool to evaluate initial motivation and prior knowledge of participants attending energy-related topics.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76049929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/09523987.2021.1976830
Zachary M. Clancy, Heng-Yu Ku
ABSTRACT Online communities have the potential to help teacher education programs inform and prepare future teachers to teach children equitably and confront social injustices. The purpose of this study was to gain a better understanding of the shared values and beliefs of teachers who operate as transformative intellectuals in online places. Findings were categorized based on the topic domains of interview questions. The study included six participants from two social-justice and human-rights oriented online communities of teachers, #SaturdaySchool and #EduColor. Three data sources, a demographic survey questionnaire, individual interviews, and fieldnotes, were used to answer the research question. Findings suggested that participants in both communities think that teachers should have access to and participate in online places in which teachers, teacher-educators, and activists engage in social-justice and human-rights work. The findings demonstrated that participants thought it was essential to have a venue for ongoing and reflective conversations. Additionally, the findings suggest that participants in both groups view their communities as places to challenge what they have learned in the past, connect with other teachers, and share professional experiences. Participants also view both communities as sources of encouragement and places to feel vulnerable.
{"title":"Shared values and beliefs of classroom teachers who operate as transformative intellectuals in online communities","authors":"Zachary M. Clancy, Heng-Yu Ku","doi":"10.1080/09523987.2021.1976830","DOIUrl":"https://doi.org/10.1080/09523987.2021.1976830","url":null,"abstract":"ABSTRACT Online communities have the potential to help teacher education programs inform and prepare future teachers to teach children equitably and confront social injustices. The purpose of this study was to gain a better understanding of the shared values and beliefs of teachers who operate as transformative intellectuals in online places. Findings were categorized based on the topic domains of interview questions. The study included six participants from two social-justice and human-rights oriented online communities of teachers, #SaturdaySchool and #EduColor. Three data sources, a demographic survey questionnaire, individual interviews, and fieldnotes, were used to answer the research question. Findings suggested that participants in both communities think that teachers should have access to and participate in online places in which teachers, teacher-educators, and activists engage in social-justice and human-rights work. The findings demonstrated that participants thought it was essential to have a venue for ongoing and reflective conversations. Additionally, the findings suggest that participants in both groups view their communities as places to challenge what they have learned in the past, connect with other teachers, and share professional experiences. Participants also view both communities as sources of encouragement and places to feel vulnerable.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80204007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/09523987.2021.1976829
Watsatree Diteeyont, Heng-Yu Ku
ABSTRACT The elderly benefit from using the Internet for various purposes, and achieving Internet literacy is essential for their participation as digital citizens. This study investigates the levels and influential factors of Internet literacy among 534 elderly in Thailand. The results showed that the participants had an intermediate level of Internet literacy overall. Most of the elderly had solid knowledge and skills in using digital tools and applying strategies to obtain information from reliable resources online. They could also communicate and protect their personal information on online platforms. However, some of the participants lacked experience and skills in identifying spam emails, and they neglected to report illegal online content and violence to the relevant government sectors. The participants’ Internet literacy levels did not vary by profession, frequency of internet access, and amount of time spent online per day. Instead, it was affected by education level, device type, and length of experience using the Internet. Future studies may focus on developing effective strategies to help senior citizens obtain higher levels of Internet literacy and explore qualitative data on their attitudes, needs, and concerns about Internet use, to build a safe Internet environment for elderly users.
{"title":"Internet literacy among the elderly in Thailand","authors":"Watsatree Diteeyont, Heng-Yu Ku","doi":"10.1080/09523987.2021.1976829","DOIUrl":"https://doi.org/10.1080/09523987.2021.1976829","url":null,"abstract":"ABSTRACT The elderly benefit from using the Internet for various purposes, and achieving Internet literacy is essential for their participation as digital citizens. This study investigates the levels and influential factors of Internet literacy among 534 elderly in Thailand. The results showed that the participants had an intermediate level of Internet literacy overall. Most of the elderly had solid knowledge and skills in using digital tools and applying strategies to obtain information from reliable resources online. They could also communicate and protect their personal information on online platforms. However, some of the participants lacked experience and skills in identifying spam emails, and they neglected to report illegal online content and violence to the relevant government sectors. The participants’ Internet literacy levels did not vary by profession, frequency of internet access, and amount of time spent online per day. Instead, it was affected by education level, device type, and length of experience using the Internet. Future studies may focus on developing effective strategies to help senior citizens obtain higher levels of Internet literacy and explore qualitative data on their attitudes, needs, and concerns about Internet use, to build a safe Internet environment for elderly users.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89898719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/09523987.2021.1976826
Dora Konstantinou, A. Parmaxi, Panayiotis Zaphiris
ABSTRACT Purpose: The purpose of this study is to review the use of makerspaces for educational purposes by building a map that describes recent research in the field under investigation. Design/methodology/approach: The approach adopted in this research includes a systematic review of the literature, based on publications (from 2017 to 2019) through Google Scholar. The development of a coding scheme performed through the Card Sorting technique. Findings: Findings demonstrate that the use of makerspaces in educational contexts can support 21st-century skills; however, further research is sought on the application of makerspaces in formal education. Originality/value: This paper will be useful for researchers interested in constructionism educational methods in conjunction with technology. It can also help in identifying gaps in the literature of educational makerspaces by giving a clear picture of the under-investigated areas.
{"title":"Mapping research directions on makerspaces in education","authors":"Dora Konstantinou, A. Parmaxi, Panayiotis Zaphiris","doi":"10.1080/09523987.2021.1976826","DOIUrl":"https://doi.org/10.1080/09523987.2021.1976826","url":null,"abstract":"ABSTRACT Purpose: The purpose of this study is to review the use of makerspaces for educational purposes by building a map that describes recent research in the field under investigation. Design/methodology/approach: The approach adopted in this research includes a systematic review of the literature, based on publications (from 2017 to 2019) through Google Scholar. The development of a coding scheme performed through the Card Sorting technique. Findings: Findings demonstrate that the use of makerspaces in educational contexts can support 21st-century skills; however, further research is sought on the application of makerspaces in formal education. Originality/value: This paper will be useful for researchers interested in constructionism educational methods in conjunction with technology. It can also help in identifying gaps in the literature of educational makerspaces by giving a clear picture of the under-investigated areas.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78256239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930484
Efi A. Nisiforou, Panagiotis Kosmas, Charalambos Vrasidas
ABSTRACT The world’s education systems made extra efforts to respond to school closures and the consequences of the pandemic. This brief case study investigates the implementation of distance education in Cyprus K-12 schools during the pandemic. Teachers, learners, and parents encountered several challenges. The paper highlights critical issues that should be considered in policy and practice of distance education in Cyprus and other countries with similar context.
{"title":"Emergency remote teaching during COVID-19 pandemic: lessons learned from Cyprus","authors":"Efi A. Nisiforou, Panagiotis Kosmas, Charalambos Vrasidas","doi":"10.1080/09523987.2021.1930484","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930484","url":null,"abstract":"ABSTRACT The world’s education systems made extra efforts to respond to school closures and the consequences of the pandemic. This brief case study investigates the implementation of distance education in Cyprus K-12 schools during the pandemic. Teachers, learners, and parents encountered several challenges. The paper highlights critical issues that should be considered in policy and practice of distance education in Cyprus and other countries with similar context.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85863314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930485
Shawna P. Ortogero, Amber B. Ray
ABSTRACT The continued concern of English Learners (ELs) being overrepresented in special education coupled with the 2020 global COVID-19 pandemic that urged educators to ramp up online instruction, has left educators to deliver instruction to ELs via e-learning. This issue is further exacerbated by students in the United States (U.S.) continuing to lag behind their peers in other countries in foreign language capabilities. The U.S. can gain valuable insights from other countries when it comes to boosting the vocabulary acquisition skills of ELs, as learning new vocabulary is key for ELs to develop English proficiency. This review of eight international studies indicated the following effective vocabulary acquisition strategies (VAS) feasible for instructing English learners via e-learning: (1) using the native language to teach English; (2) Content Language Integrated Learning; (3) designing culturally relevant activities in both the first and second language; (4) pre teaching vocabulary multimodally using explicit word learning strategies; (5) use of multimedia; and (6) promoting self-regulation. A Self-Regulated Multimedia Cognitive Learning Model for educators to implement VAS with ELs amid a time of enhanced virtual learning is also introduced.
{"title":"Overrepresentation of English Learners in Special Education Amid the COVID-19 Pandemic","authors":"Shawna P. Ortogero, Amber B. Ray","doi":"10.1080/09523987.2021.1930485","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930485","url":null,"abstract":"ABSTRACT The continued concern of English Learners (ELs) being overrepresented in special education coupled with the 2020 global COVID-19 pandemic that urged educators to ramp up online instruction, has left educators to deliver instruction to ELs via e-learning. This issue is further exacerbated by students in the United States (U.S.) continuing to lag behind their peers in other countries in foreign language capabilities. The U.S. can gain valuable insights from other countries when it comes to boosting the vocabulary acquisition skills of ELs, as learning new vocabulary is key for ELs to develop English proficiency. This review of eight international studies indicated the following effective vocabulary acquisition strategies (VAS) feasible for instructing English learners via e-learning: (1) using the native language to teach English; (2) Content Language Integrated Learning; (3) designing culturally relevant activities in both the first and second language; (4) pre teaching vocabulary multimodally using explicit word learning strategies; (5) use of multimedia; and (6) promoting self-regulation. A Self-Regulated Multimedia Cognitive Learning Model for educators to implement VAS with ELs amid a time of enhanced virtual learning is also introduced.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89381007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930481
K. Ladendorf, H. Muehsler, Ying Xie, H. Hinderliter
ABSTRACT The K-12 Spring 2020 COVID-19 school closures saw teachers move into an online learning environment, and use their knowledge of technology, pedagogy, and content (TPACK) to develop online learning for the remainder of the school year. The purpose of this study was to examine the relationship between teachers’ self-efficacy as measured by TPACK and their perceived success and satisfaction for delivering online learning during the emergency COVID-19 school closures. A web-based survey was conducted of in-service K-12 teachers instructing remotely. While teachers felt competent in technology integration and felt successful with the remote instruction in Spring 2020, teachers were not always satisfied with their online experience. Furthermore, content area proved to be a factor in predicting both success and satisfaction with online instruction. Teachers with a stronger understanding of their content area and instructional strategies related to the content did not feel their students were successful nor did they feel satisfied with their work online. Results from this study suggests additional support is needed for teachers to bring their teaching to an online platform. School districts should invest in the support and resources needed to provide teachers with professional development specific to grade level and content.
{"title":"Teacher perspectives of self-efficacy and remote learning due to the emergency school closings of 2020","authors":"K. Ladendorf, H. Muehsler, Ying Xie, H. Hinderliter","doi":"10.1080/09523987.2021.1930481","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930481","url":null,"abstract":"ABSTRACT The K-12 Spring 2020 COVID-19 school closures saw teachers move into an online learning environment, and use their knowledge of technology, pedagogy, and content (TPACK) to develop online learning for the remainder of the school year. The purpose of this study was to examine the relationship between teachers’ self-efficacy as measured by TPACK and their perceived success and satisfaction for delivering online learning during the emergency COVID-19 school closures. A web-based survey was conducted of in-service K-12 teachers instructing remotely. While teachers felt competent in technology integration and felt successful with the remote instruction in Spring 2020, teachers were not always satisfied with their online experience. Furthermore, content area proved to be a factor in predicting both success and satisfaction with online instruction. Teachers with a stronger understanding of their content area and instructional strategies related to the content did not feel their students were successful nor did they feel satisfied with their work online. Results from this study suggests additional support is needed for teachers to bring their teaching to an online platform. School districts should invest in the support and resources needed to provide teachers with professional development specific to grade level and content.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89981633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/09523987.2021.1930479
Torrey Trust, Jeromie Whalen
ABSTRACT The COVID-19 pandemic challenged educators to shift their practices and utilize technology to reach and teach learners at a distance. This study presents data collected in situ from 265 K-12 educators who adapted their practices during the onset of the COVID-19 pandemic in the United States. Findings revealed that educators relied on multiple areas of growth, including cognitive, social, affective, and identity, to successfully navigate their new teaching situations. Using a “whole teacher” lens, we examine the lessons educators learned as they sought to make emergency remote teaching work and their recommendations for future emergency education situations.
{"title":"Emergency remote teaching with technology during the COVID-19 pandemic: using the whole teacher lens to examine educator’s experiences and insights","authors":"Torrey Trust, Jeromie Whalen","doi":"10.1080/09523987.2021.1930479","DOIUrl":"https://doi.org/10.1080/09523987.2021.1930479","url":null,"abstract":"ABSTRACT The COVID-19 pandemic challenged educators to shift their practices and utilize technology to reach and teach learners at a distance. This study presents data collected in situ from 265 K-12 educators who adapted their practices during the onset of the COVID-19 pandemic in the United States. Findings revealed that educators relied on multiple areas of growth, including cognitive, social, affective, and identity, to successfully navigate their new teaching situations. Using a “whole teacher” lens, we examine the lessons educators learned as they sought to make emergency remote teaching work and their recommendations for future emergency education situations.","PeriodicalId":46439,"journal":{"name":"Educational Media International","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84995843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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