新冠肺炎对学校教育影响的教师之声:教育技术公司真的是Panacea吗?

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2020-12-15 DOI:10.1177/0973184920976433
Samta Jain, M. Lall, Anviti Singh
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引用次数: 48

摘要

2019冠状病毒病给教育系统带来了变化,对教师产生了多方面的影响。本文在“获取差距”、“使用差距”和“教学技能差距”三差距框架下探讨了受影响教师的观点。2020年4月29日至2020年5月29日期间,对550名德里和国家首都地区(NCR)教师进行了在线调查,其中288名教师做出了回应。数据显示,私立学校和公立学校之间的不平等因转向在线教育而加剧。雪上加霜的是,来自社会经济较弱阶层的学生变得难以接触,教师不知道如何支持那些也受到疫情严重影响、难以接触的学生。数据还显示,教师没有接受过在线教学方面的培训。教育科技公司纷纷介入,将自己标榜为解决这一问题的灵丹妙药,而这一问题将进一步影响教师的职业、地位和生计。然而,教育技术解决方案与难以接触的学生或教师无关,这些学生或教师所在的学校服务于难以接触的社区。这篇文章首先提出了受疫情影响的教师的声音,然后批判性地审视了教育技术公司的作用,这些公司与填补在线教学空白有关。
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Teachers’ Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea?
COVID-19 has brought about changes to the education system that impact teachers in multiple ways. The article discusses the views of affected teachers under the three-gap framework: access, usage, and pedagogical skills gap. Between 29 April 2020, and 29 May 2020, an online survey was administered to 550 Delhi and National Capital Region (NCR) teachers, of which 288 responded. The data show that the inequalities between private schools and government schools are sharpened by the move to online education. This is compounded by the fact that students from economically weaker sections of society have become hard to reach, and teachers do not know how to support hard-to-reach students who are also severely affected by the pandemic. The data also show that teachers have not been trained in online pedagogies. Ed-Tech companies have been stepping in, presenting themselves as a panacea to the problem with further consequences to teachers’ profession, standing, and livelihoods. However, Ed-Tech solutions are not relevant for hard-to-reach students or teachers in schools that serve hard-to-reach communities. The article first presents the voices of teachers affected by the pandemic and then critically examines the role of Ed-Tech companies, which pertain to fill the online pedagogical gap.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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