Post-COVID-19 Education: A Case of Technology Driven Change (original) (raw)
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Covid-19 has rendered education "remote", opening a chasm in space and time between teachers and students, between how teaching and learning was practiced before and how it is practiced now and for the foreseeable, uncertain future. As many educators find themselves both locked in and locked out, this article seeks to sort through the implications of this remoteness. The article builds on the work of William F. Pinar and George Grant, to argue that technology is an ontology shaping how we encounter who we are and the world in which we live. Caught within the tightening circle of a Covid-19 environment predicated on keeping our distance from one another, while we are connecting technologically, at risk is the complicated conversation, as well as attunement, that lie at the heart of teaching, even as teachers know that it is only through improvisational variations on these that one can hope to chart an ethical course forward.
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The year 2020. Nobody was really prepared for the radical changes and challenges that year. The COVID-19 pandemic suddenly forced hospitals and clinics, but also schools and universities, to find newways tomaintain both supply and teaching and learning. This process had to be quick and often led to themuch-cited term “Emergency Remote Teaching” [1]. But we also realised that digital education and training could and had to show what potential it had. Before the COVID-19 pandemic there were already very positive developments in digital learning and teaching. There was already a lot of evidence in basic research that could highlight the advantages of the targeted use of digital teaching [2], [3], [4], [5], [6]. New technologies and teaching methods as well as well-founded explanatory models, such as the ICAPmodel or e-activities, have been iteratively developed further and represented a selective enrichment of the teaching offer at a number of institutions [7], [8], [9]. In particular ...
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In March 2020, due to the COVID19 virus that is spreading throughout the world, Spain lives an anomalous situation concerning the normal course of basic, secondary, and higher education. On March 2nd, 2020, the state authorities announced the end of face-to-face teaching in schools and universities. Then nothing suggests that a week later all classes went canceled. However, this unusual fact does not end with the teaching-learning process, forcing all educational institutions, as well as the teaching community to reinvent themselves to continue with online teaching. This is the only possible way to do it. The authors must face a specific scenario to readapt the learning-teaching process. The way of teaching of the University of La Rioja is online but it will have to face some problems. The Polytechnic University of Madrid classroom education is compulsory, so there is a big gap between what teachers are used to and what they will have to face. This crisis makes us reflect on new technologies as necessary and essential tools in the new teaching-learning scenario presented. But it must also go beyond considering only the tools available to do it. Reflection must also consider the members of this process and those who eventually make possible education to take place.
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The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people. The effects on primary, secondary, and higher education were swift, leaving higher education institutions to fend for themselves. In the United States, the delivery of knowledge in a traditional classroom setting changed to exclusively online teaching overnight. This article presents how one California liberal arts college and its graduate teacher education programme prepared its faculty for this significant transition for a different educational setting and teaching methodologies in response to COVID-19. Faculty were resilient to the changes in teaching delivery models of remote/online education that were imminent. The data yielded five themes: Technology-Based Instructional Strategies; Technology-Based Support Office Consultation; Alternative Technology-Based Course Assessments; Feedback for Learning and Teaching Improvement; and Social-Emotional Engagement in Courses, and Support of Clinical Placement that were found to be essential to transitioning to remote/online teaching.
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The COVID 19 pandemic found the management of universities and many university teachers well prepared, but others only partially acquainted with the use of electronic tools in teaching. Many universities in Slovakia have been working for a long time (ten to fifteen years) with technical support for education and supplement the full-time form of teaching with thematic e-learning packages, for instance in the moodle system. They can work with them in full-time and distance education. However, the COV-ID-19 pandemic redirected teaching from full-time teaching exclusively to a mediated technically supported approach to online education. The paper aims to define and analyse online education in terms of digital skills and competences requirements. Particular attention is paid to the key digital skills and competences of higher education teachers working in a new educational reality framed by the effects of digital transformation, which requires higher education educators to create and apply innovations in online education at universities.
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The new normal in education has been in the spotlight since the outbreak of the COVID-19 pandemic. The mainstream discourse is in favor of online education as the new normal during the pandemic crisis and even in the post-pandemic world. This reflection first examines education in its broad sense, i.e., in the context of the United Nations' 2030 agenda through the lens of social justice. It then makes a strong case for a caring, inclusive and equitable approach to education as the new normal for the post-COVID-19 era. The role of technology in the new normal as well as in education in general is discussed with six lessons drawn from the past experiences. It is argued that the normal-whether new or old-in education should first and foremost embody care, inclusion and equity and that technology is but a means, not an end, although education would be unimaginable without technology. The reflection concludes by appealing to stakeholders in education to learn from decades of research and practice in the field of open and distance education.
IS REMOTE EDUCATION DUE TO THE PANDEMIC, A SOLUTION FOR THE MOMENT, OR IS IT HERE TO STAY? (Atena Editora), 2023
This exploratory study aims to evaluate the perspective of students from four educational institutions, from elementary school to graduation, regarding ICT-mediated teaching (remote and its distance learning and hybrid variables) for the post-pandemic period. Participation in the study was voluntary, confidential and 117 respondents agreed. A descriptive analysis of the tabulated data in the questionnaire was carried out using the Gmail forms system. The predisposition for a definitive migration of the teaching modality was evident, as 53.8% answered that despite preferring the face-to-face modality, blended teaching is better than the completely remote one, as it provides interaction with colleagues and teachers. Adding this percentage to those who indicated that they prefer the totally remote course because they have adapted well (26.5%), we have 80.3% of students adapted to the challenges and possibilities of the new teaching offer if the institutions where they are enrolled decided to modernize the teaching offer. It is concluded, therefore, that despite the difficulties faced by students in adapting to the remote modality imposed by the health crisis resulting from the pandemic with the coronavirus, most are inclined to permanently adapt to an intermediate model, the so-called hybrid teaching.