ABSTRACT
An appreciative inquiry approach oriented eight semi-structured interviews conducted with teachers from Australia, New Zealand, Austria, Italy, Spain, Canada, Bangladesh and India to identify their intrinsic and extrinsic strengths and understand how they were able to translate them into practice during the first COVID-19 lockdown in 2020. Commitment and determination, collegial support and solidarity were some of the common driving forces identified, despite the differences in teachers' backgrounds, education systems, policies and cultures. Our research sheds light on opportunity solving in times of crisis as well as on the way education systems worldwide can renew themselves to ensure innovative and inclusive quality education. ©, University of Cambridge, Faculty of Education.
ABSTRACT
Distance learning in the COVID-19 period has led teachers to use digital skills and to update themselves in order to promote learning. Starting from OECD, DESI and ISTAT data, only a small percentage of teachers are ready for distance teaching;in the literature it is agreed that the didactic action follows technological innovation but has not yet managed it. An implicit factor could be the lack of knowledge of digital content and digital tools by teachers. The guidelines issued by the Ministry during the COVID-19 period highlighted the importance of using digital tools to motivate student learning and foster relationships. Many authors and studies have shown the effectiveness of edugames, video games with educational purposes, as mediators that enhance the cognitive skills of students, which motivate students to learn and encourage the creation of relationships: Crucial factors for inclusive teaching. Statistics have shown that during the first wave of the COVID-19 pandemic, the use of videogames significantly increased. Given the lack of digital knowledge of teachers and the high use of video games, the aim of the article is to provide an overview of edugames, giving a crucial role to the teaching action of the teacher who must support students in the organization of thought and in the development of new types of skills that they will need to understand digital materials. © 2021 ACM.