In this engaging volume, Jon Dron views education, learning, and teaching through a technological lens that focuses on the parts we play in technologies, from language and pedagogies to computers and ...regulations. He proposes a new theory of education whereby individuals are not just users but co-participants in technologies—technologies that are intrinsic parts of our cognition, of which we form intrinsic parts, through which we are entangled with one another and the world around us. Dron reframes popular families of educational theory (objectivist, subjectivist, and complexivist) and explains a variety of educational phenomena, including the failure of learning style theories, the nature of literacies, systemic weaknesses in learning management systems, the prevalence of cheating in educational institutions, and the fundamental differences between online and in-person learning. Ultimately, How Education Works articulates how practitioners in education can usefully understand technology, education, and their relationship to improve teaching practice.
During COVID-19 pandemic the teachers were suddenly forced to change their teaching and use distance learning practices, and become innovative in their ways of teaching online. In the current study ...we sought to understand whether teachers considered themselves innovative and how this affected their distance learning self-efficacy, accountability, and distance learning teaching practices. Two hundred elementary and secondary school teachers from Israel were asked to fill in a questionnaire comprising the four abovementioned components. Findings indicated that it was teachers' self-innovativeness which had significantly influenced their distance learning self-efficacy, accountability, and distance learning teaching practices. Findings indicate that work experience directly affected self-innovativeness, and older, more experienced teachers perceived themselves as more innovative in adopting and using distance learning compared to less experienced ones. The second finding was that professional development affected distance learning teaching practices but had no effect on teachers' self-innovativeness. The study shows that increasing teachers' self-innovativeness may affect their self-efficacy and accountability and lead to better distance learning teaching practices. Therefore, it is suggested to change the focus of professional development programs to promoting teachers' self-innovativeness and encouraging them to create novel and tailored combinations of hybrid learning.
•Teachers' innovativeness directly affected their DL teaching practices.•Teachers' innovativeness directly affected their accountability and DL self-efficacy.•More experienced teachers perceived themselves as more innovative in DL practices compared to less experienced ones.•PD in form of a course on DL affected teachers' DL teaching practices but not their innovativeness.
This study aims to analyze learning development and the obstacles experienced by the Nahdlatul Ulama Islamic boarding school in Bekasi Regency after the COVID-19 pandemic, from curriculum, ...facilities, and human resources. This study uses a quantitative approach. The research subjects were students and caregivers from three NU Islamic boarding schools in the Bekasi district: Yapink, Nurul Huda Islamic Boarding School, and Indonesian Motivational Islamic Boarding School. The sampling method used in this research is Stratified Random Sampling and Systematic Random Sampling with proportional composition. The sample size was 320 students with sampling error = 0.05, proportion = 0.5, and the standard value of normal distribution at 5% level, z = 1.96. The test results concluded that the quality of student learning in the new average period was generally still relatively low. Educational barriers are a factor that makes the quality of student learning feel less than optimal. This is due to the impact of Covid-19 with the enactment of distance learning, the family economy is affected, and the increase in the price of health facilities, but from an institutional resilience and vulnerability standpoint, it is quite good.
This article discusses the process of active implementation of online learning modes based on digital technologies. Currently available theoretical postulates and recommended procedures of learning ...activities have been verified in practice during the course in History in Financial University under the Government of the Russian Federation. On this basis, certain experience of seminar classes has been accumulated (online conversations, discussions, presentations, webinars), this article is devoted to its analysis and generalization. The author has concluded that digital technologies diversify the classes and possess numerous tools to enhance motivation of students. The obtained results make it possible to state that application of several methods has been activated, such as brainstorming, mind games, metal mapping, interactive enquiries, testing and guessing games using learning platforms, for instance: Kahoot. Meanwhile, well balanced combination of the existing conventional learning modes and modern digital technologies makes it possible to provide even greater effect and result.
The article considers organizational and methodological aspects of distance learning for children with disabilities, taking into account their special educational needs. The results of a survey of ...support specialists on the use of distance learning in educational organizations are presented.
The authors of the article have conducted a sociological study of the problem of confidence in schoolteachers in the Moscow region in autumn of 2019. They have interviewed teachers, students and ...their parents in the suburbs of Ramenskoye and the city of Orekhovo-Zuevo (these cities are located at different distances from Moscow), which has made it possible to see more clearly the socio-cultural specificity of the studied problem. In the article, the authors pay particular attention to the factors that affect mutual understanding between all the actors of the learning process. The authors conclude that the problem of confidence in schoolteachers is becoming more urgent, and the need for its systematic monitoring in schools appears. Considering the spread of distance learning, the authors of the article suggest that schoolteachers will face additional difficulties in building trusting relationships with students and their parents. The experience of the study, presented in the article, will be useful for finding solutions to the problem of confidence between all the actors of the learning process in changing conditions.
This study aims to examine the distance learning practices carried out at the primary education level during the COVID-19 pandemic from students’ and their parents' perspectives. The study was ...conducted with 76 primary school students at different grade levels, including their parents (76), in the state schools of Giresun city in the spring semester of the 2019-2020 academic year. The study was based on the case study method, one of the qualitative research designs. An information collection form with open-ended questions was used as a data collection tool. The data obtained from the information collection form were analyzed by the content analysis method. The findings have revealed that the distance learning system has a flexible structure and is accessible from any place, but there are difficulties accessing the system due to connection problems. These systems facilitate the teaching process, affecting learning positively. The findings also showed that distance learning systems are not favored by students who long for friends and teachers during the learning process performed on these systems. Unlike face-to-face training, disciplinary and supervision problems in distance learning are also noteworthy. The authors finally suggest that the distance learning and management process should be performed in a restrained manner to ensure the process to be run effectively and efficiently. Keywords: distance learning, COVID-19, K-12
Over 1.7 billion students around the world have had their education disrupted by the spread of the Coronavirus disease worldwide. Schools and universities have not faced this level of disruption ...since World War II. The COVID-19 pandemic presented a colossal challenge for teachers to urgently and massively adapt all their classes to distance learning in order to maintain educational continuity with the same quality. Even if some teachers and certain classes were ready to face the situation, a large majority had to adapt their teaching and learning in a very short time without training, with insufficient bandwidth, and with little preparation. This unexpected and rapid transition to online learning has led to a multiplication of teachers’ strategies for distance learning in lectures, tutorials, project groups, lab works, and assessments. The purpose of this paper is to present the feedback from students and teachers who participated in the lockdown semester of two different groups of a 5-year program in Chemistry, Environment and Chemical Engineering (100 students) at INSA Toulouse (France). The analysis has highlighted some great successes and some failures in the solutions proposed. Consequently, some guidelines can be given to help us all to learn the lessons of such a singular experience in order to face the unexpected future with more knowledge and more successful distance learning. Teachers have shown very strong resilience during this crisis, at the cost of significant personal commitment. They admit that they have learned more about distance education in two months than in the last 10 years.
The purpose of this study was to explore the adaptations that schools made to physical activity programs and facilities, and disparities by area urbanicity and income, during the first school year ...after the emergence of the COVID-19 pandemic. In a convenience sample of 132 secondary schools in Canada, school contacts responded to an annual survey in the 2020–2021 school year on changes to physical activity programs and facilities, and related staff training. Content analysis categorized open-ended text responses, and schools were compared based on area urbanicity and median income. Most schools canceled all interschool sports (88.9%) and intramurals (65.9%). New programs were added by 12.6% of schools, and about half (49%) of schools reported some continuing programs, most of which were sports programs, followed by facility and equipment access. Physical activity facilities were closed in 18.1% of schools, while 15.7% had new facilities added, and 11% temporarily converted facilities into learning spaces. Large/medium urban schools were at greater odds of having made any change to their facilities compared to schools in rural/small urban areas (odds ratio (95% confidence interval): 2.3 (1.1, 4.8)). The results demonstrate the considerable scale and nature of the restrictions in school provisions of physical activity opportunities during this period, as well as the resourcefulness of some schools in adding new programs and facilities.
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