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COVID-19 and closures of in-person interactions with support programs, education providers, government services, and consumer offerings have raised concerns that vulnerable populations may not be able to mitigate the effects of the digital divide. Our chapter discusses the digital divide with a focus on programs for adult learners who have not completed high school. These include literacy, high school completion, and vocational programs. We look specifically at Ontario as a case sample that shares similarities with programs across Canada. These programs are operated by community-based non-profits, school boards, and community colleges. They are usually marginalized within the broader education system and have not been considered as part of comprehensive supports and initiatives when schools and post-secondary institutions were closed. The digital inequalities learners experience have parallels in the very programs they attend to mitigate their own digital learning divide. © Springer Nature Switzerland AG 2021. All rights reserved.
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Identifying gaps and overlaps in the Introduction of Philosophy of the Human Person (IPHP) curriculum in the Philippines is a great concern that makes it relevant. This ascertains its scopes based on sufficiency in terms of themes, goals, and aims;principles and criteria used for content selection;and proposing a COVID-19 Model for future revision. Using content analysis, it utilized pre-determined codes on the themes, goals, and aims of social studies;and the principles and criteria for content selection. Four clusters of themes were sufficiently integrated with the IPHP curriculum in a spiral progression;three other clusters showed gaps with no integration. The 10 social studies goals were sufficiently integrated that remains consistent in a semester with a decrease in distribution due to is spiraling complexities of contents. Six aims were sufficiently integrated with no existing gap with a negligible overlap in personal development. The principles of the curriculum were sufficiently used as well. As the semester progresses, the utilization of these principles decreases toward the second quarter, which needs attention for a future revision, using a COVID-19 Model. These results have a practical impact on curriculum makers to see the nitty-gritty in crafting or revising a curriculum to ensure the balance of content integration, realignment of concepts and skills, and continuity. These results also promote social impact in understanding our humanity as juxtaposed in the IPHP taught in the senior high school curriculum in the Philippines.
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O objetivo do artigo é analisar o trabalho docente na Educação Básica no Brasil, especialmente a partir de 2020, quando se instaura a Pandemia Covid-19, em meio à difusão do teletrabalho no bojo da Indústria 4.0, sob o aprofundamento do Neoliberalismo e da Nova Gestão Pública (NGP). A metodologia foi baseada em estudos bibliográficos, documentais e relatórios de pesquisas, bem como análise de dados do Instituto Brasileiro de Geografia e Estatística (IBGE) e Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP), em períodos selecionados. Os resultados indicam a difusão do teletrabalho sob o neoliberalismo e a NGP, implicando no aprofundamento da já precarizada carreira do profissional docente sob a pandemia.Alternate :The objective of the article is to analyze the teaching work in Basic Education in Brazil, especially from 2020, when the Covid-19 pandemic was declared, boosting the diffusion of telework in the context of Industry 4.0, the deepening of neoliberalism and the New Public Management (NGP). The methodology was based on bibliographic, documentary and research reports, as well as data analysis from the Brazilian Institute of Geography and Statistics (IBGE) and National Institute of Educational Studies and Research Anísio Teixeira (INEP), in selected periods. The results indicate the spread of telework under neoliberalism and NGP, implying the deepening of the already precarious career of professional teaching under the pandemic.
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This study aimed to estimate validity evidence based on the internal structure and accuracy of the adapted version of the Learning Strategies Assessment Scale for High School (EAVAP-EM), using Confirmatory Factor Analysis (CFA). Participants were 701 first- to third-year high school students (M = 16.1; SD = 1.0), from public and private institutions in the states of Paraná and São Paulo. The CFA indicated the presence of the three factors of the EAVAP-EM, with adequate internal consistency. The instrument also showed good fit indices. There were positive and significant correlations between the factors, with magnitude ranging from medium to large. Moreover, students reported making more use of metacognitive strategies. The results evinced significant advances regarding measures with good psychometric parameters to assess learning strategies, considering their relevance to the psychoeducational context (AU).
Objetivou-se no presente estudo estimar indicadores de validade com base na estrutura interna e precisão da versão adaptada da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Médio (EAVAP-EM), por meio de uma análise fatorial confirmatória (AFC). Participaram 701 alunos do primeiro ao terceiro ano do Ensino Médio (M = 16,1; DP = 1,0), provenientes de instituições públicas e particulares dos estados do Paraná e de São Paulo. A AFC indicou a presença dos três fatores da EAVAP-EM, com consistência interna considerada adequada, sendo que o instrumento apresentou bons índices de ajuste. Houve correlações positivas e significativas entre os fatores, com magnitude variando de média a grande. Ainda, os estudantes reportaram fazer mais uso de estratégias metacognitivas. Os resultados evidenciam importantes avanços no que concerne a medidas com bons indicadores psicométricos para avaliação das estratégias de aprendizagem, considerando sua relevância ao contexto psicoeducacional (AU).
El objetivo del presente estudio fue estimar evidencias de validez a partir de la estructura interna y la precisión de la versión adaptada de la Escala de Evaluación de Estrategias de Aprendizaje para la Escuela Preparatoria (EAVAP-EM), mediante un Análisis Factorial Confirmatorio (AFC). Participaron 701 estudiantes de primero a tercer año de secundaria (M = 16.1; DS = 1.0), de instituciones públicas y privadas de las provincias de Paraná y São Paulo. El AFC indicó la presencia de los tres factores del EAVAP-EM, con consistencia interna considerada adecuada. El instrumento mostró índices de ajuste adecuados. Hubo correlaciones positivas y significativas entre los factores, cuya magnitud varió de moderada a alta. Además, los estudiantes informaron que hacen un mayor uso de las estrategias metacognitivas. Los resultados evidencian avances importantes en cuanto a medidas con buenos indicadores psicométricos para evaluar estrategias de aprendizaje, considerando su relevancia para el contexto psicoeducativo (AU).
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Humans , Male , Female , Adolescent , Adult , Psychometrics , Metacognition , Learning , Students/psychology , Reproducibility of Results , Education, Primary and SecondaryABSTRACT
The article analyzes the potential consequences of the digital platforms for the management work of regular education in public schools. The research corresponds to a year before the Coronavirus Pandemic, 2019, until 2021. Brazilian schools remained closed during 2020 and the first half of 2021, at least, in most states because of the coronavirus pandemic and, gradually, presential learning were resumed in the hybrid modality, meeting corporate and philanthro-capitalist interests. The investigation derives from documentary research in the programs of the 26 Brazilian state governments and the Federal District, digital technology companies and private organizations that influence government educational policies aiming at the adoption of their digital platforms, previously identified in another research. The argument is the introduction of private platforms in the pedagogical activities administration, expanded during the pandemic, constitutes a way for the privatization of school administration in accordance with the strategies of digital capitalism, in which identity and user access profiles become currency. In the same way, time and relationships – in this case, between teachers and students, schools, families and knowledge – are now mediated and "shaped” by a tool alienated from school routine, gradually assuming a protagonism in administration. For the analysis, the considerations were: the role assumed by the applications adopted in the school routine;the time of simultaneous and non-simultaneous interaction between teacher/student;and non-simultaneous working time within the scope of teaching hours. © 2023 Grupo de Investigacion FORCE. All rights reserved.
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Introduction: The COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education to mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges to schools, teachers, families, and students. In this context, it was relevant to describe and understand how parents perceived this process, including what challenges to themselves and their children they faced and what advantages they acknowledged in the process. The present study focuses on Portuguese parents' views on this process. Methods: Data were gathered in April and May 2020 through an online questionnaire answered by 184 parents of preschool, basic, and secondary education students (ages 3–18). The present paper presents data from open questions analyzed by deductive and inductive content analysis using MaxQDA. Results and discussion: Results evidence three overarching themes: equity, parental labor, and the meaning of school. Parents reveal substantial difficulties juggling the role of proxy educator and parent and point to inequalities - including those concerning very young children, children with disabilities or learning difficulties, students enrolled in professional education, families with insufficient access to technologies, and parents working from home. The school is portrayed as a crucial environment for development, a designated space for learning and caretaking, but also a relational and emotional context. Despite this scenario, parents acknowledge ERTL as having positive aspects and as the possible outlet to keep education going even in extreme situations. Copyright © 2023 Seabra, Abelha, Aires and Teixeira.
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To analyze the design of educational governance for Basic Education that materialized in the first year of the Covid-19 pandemic in Amazonas, the article resumes and analyzes the decision-making of the public power on the municipal and state education systems of the capital and state between March 2020 and February 2021. Based on the Sociology of Public Action and a qualitative approach, the study that serves as the basis for this article – developed by researchers in the field of Education at the Federal University of Amazonas, based on an integrative review of the specialized literature, mapping and analysis of the actions of the education departments of Manaus and Amazonas – reconstructed the consolidated paths in the educational field in one of the epicenters of the pandemic in the country. The data reveal the complex network of public and private agents that engender the governance investigated here, the tensions between the comings and goings around the resumption of face-to-face classes, as well as alternative teaching models for the pandemic scenario and the deepening of public-private partnerships. © 2023, Ensaio. All Rights Reserved.
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The pandemic scenario is analyzed in this article focusing on the educational field and on the transformations and challenges faced by Basic Education schools. With the objective of analyzing the pendular tensions between suspension and return of face-to-face classes in the state of Amazonas in the first months of the Covid-19 pandemic, the article retraces educational governance in the first half of 2020. From the Sociology of Public Action, we demonstrate: the main consequences of the pandemic on education;the complex web of educational governance in times of a pandemic;and the struggles for hegemony from the movements between suspension and return of classes in schools in Amazonas.
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The confinement by COVID-19 forced the implementation of virtual classes, in this context it was proposed to determine how the virtual work team influences the development of skills in students at the secondary education level. Through the experimental method, the design consisted of two non-equivalent groups with pre and post-test, through which it was possible to establish that the virtual work team significantly develops the skills in the area of Social Sciences. Therefore, in the pedagogical scenario of virtual classes, it is necessary to train tutors in order to optimize the development of student skills.
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The effects that distance had on the teaching and learning of mathematics in Mexico during the almost 250 days of confinement due to the arrival of SARSCov2 are analyzed. From a virtual interview-based study the effects of distance in the teaching and learning processes of mathematics at the primary and secondary level are shown. Modifications in previously established didactic relationships and the strengthening of a normative teaching model, the exclusion of many mathematical contents and the simplification of the worked are identified. The emergence of the shadow-teacher and YouTube tutorials are also identified as co-responsible for the commitment to teach. The efforts of teachers and families deployed to carry out teaching and learning, as well as the assessments made by the actors of the processes experienced are also communicated in the writing. It is observed that a more extensive, timely and relevant teacher training would very likely have led students to "other mathematics”. © 2023 Mexican Society for Research and Dissemination of Mathematics Education. All rights reserved.
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This study aimed to assess the reading curriculum in Philippine basic education. It specifically focused on determining the reading competencies, the approaches in reading instruction and assessments before and during COVID-19, and the alignment of the written and intended to the implemented and assessed curriculum. This qualitative research employed the following data gathering techniques: document analysis, online focus group discussion, and constructive alignment checklist. Findings reveal that the basic education curriculum includes reading competencies categorized into text processing and task management competencies. In terms of the reading levels, it was found that there are more instructional readers than independent readers in basic education. Further, a number of students from different year levels, including in the secondary level, were also found to be non-readers. Regarding the approaches to reading instruction and assessment, the approaches were more extensive, varied, and teacher-directed before the COVID-19 pandemic involving class and group dynamics, while in the new normal, teachers employed self-paced/independent reading using printed modules and a few digital reading resources. Finally, the curriculum assessment reveals that there is generally a low alignment between the written, assessed, and delivered curriculum in reading. This implies that there are learning outcomes specified in the K-12 curriculum guide that have not been processed and assessed by teachers. © 2023, Universitas Negeri Makassar- Faculty of Languages and Literature. All rights reserved.
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This study aimed to estimate validity evidence based on the internal structure and accuracy of the adapted version of the Learning Strategies Assessment Scale for High School (EAVAP-EM), using Confirmatory Factor Analysis (CFA). Participants were 701 first- to third-year high school students (M = 16.1; SD = 1.0), from public and private institutions in the states of Paraná and São Paulo. The CFA indicated the presence of the three factors of the EAVAP-EM, with adequate internal consistency. The instrument also showed good fit indices. There were positive and significant correlations between the factors, with magnitude ranging from medium to large. Moreover, students reported making more use of metacognitive strategies. The results evinced significant advances regarding measures with good psychometric parameters to assess learning strategies, considering their relevance to the psychoeducational context (AU).
Objetivou-se no presente estudo estimar indicadores de validade com base na estrutura interna e precisão da versão adaptada da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Médio (EAVAP-EM), por meio de uma análise fatorial confirmatória (AFC). Participaram 701 alunos do primeiro ao terceiro ano do Ensino Médio (M = 16,1; DP = 1,0), provenientes de instituições públicas e particulares dos estados do Paraná e de São Paulo. A AFC indicou a presença dos três fatores da EAVAP-EM, com consistência interna considerada adequada, sendo que o instrumento apresentou bons índices de ajuste. Houve correlações positivas e significativas entre os fatores, com magnitude variando de média a grande. Ainda, os estudantes reportaram fazer mais uso de estratégias metacognitivas. Os resultados evidenciam importantes avanços no que concerne a medidas com bons indicadores psicométricos para avaliação das estratégias de aprendizagem, considerando sua relevância ao contexto psicoeducacional (AU).
El objetivo del presente estudio fue estimar evidencias de validez a partir de la estructura interna y la precisión de la versión adaptada de la Escala de Evaluación de Estrategias de Aprendizaje para la Escuela Preparatoria (EAVAP-EM), mediante un Análisis Factorial Confirmatorio (AFC). Participaron 701 estudiantes de primero a tercer año de secundaria (M = 16.1; DS = 1.0), de instituciones públicas y privadas de las provincias de Paraná y São Paulo. El AFC indicó la presencia de los tres factores del EAVAP-EM, con consistencia interna considerada adecuada. El instrumento mostró índices de ajuste adecuados. Hubo correlaciones positivas y significativas entre los factores, cuya magnitud varió de moderada a alta. Además, los estudiantes informaron que hacen un mayor uso de las estrategias metacognitivas. Los resultados evidencian avances importantes en cuanto a medidas con buenos indicadores psicométricos para evaluar estrategias de aprendizaje, considerando su relevancia para el contexto psicoeducativo (AU).
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Humans , Male , Female , Adolescent , Adult , Psychometrics , Metacognition , Learning , Students/psychology , Reproducibility of Results , Education, Primary and SecondaryABSTRACT
During the health emergency caused by COVID-19, a series of sensations such as fear, stress, and concern about contracting the virus were developed. Despite the fact that in recent months infection rates have been significantly reduced due to vaccination campaigns, the return of teachers to face-to-face classes established in Peru from April 2022 has increased once again the fear that contagion levels could grow. Therefore, the objective was to analyze the concern of regular basic education teachers about the spread of COVID-19 when returning to face-to-face classes. A quantitative investigation was carried out; the research design was observational and the type of study was descriptive cross-sectional. The sample was made up of 648 teachers who responded to the Scale of Concern for the Contagion of COVID-19, an instrument with adequate psychometric properties. The results show that 43.8% of teachers had moderate levels of concern about the spread of COVID-19, 38.7% had low levels, and 17.5% had high levels. Teachers reported most recurrent concerns about some risks in educational institutions and the fear of spreading COVID-19 to their relatives or people with whom they lived. On the other hand, it was found that some sociodemographic, occupational, and medical variables were significantly associated with this concern (p < 0.05). Then, it was concluded that teachers had moderate levels of concern about the spread of COVID-19 when returning to face-to-face classes.
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Despite the efforts of past decades, the lack of technological enablement within rural schools in Mexico has been exposed during the closure of schools by Covid-19. An exploratory study was carried out to identify the levels of digital access gap experienced by teachers at an educational center in a rural area of Mexico and to explore the strategies for the use of ICT deployed to ensure academic continuity during the pandemic. It was found that even with limited technological access, various uses of ICT were developed for the development of teaching and learning processes. © GKA Ediciones, authors.
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The objective of this research was to analyze the computer visual syndrome (CVS) in Peruvian basic education teachers during the COVID-19 pandemic. The approach was quantitative, the non-experimental design and the transectional descriptive type. The sample was made up of 238 teachers from the initial, primary and secondary levels who worked in the city of Cusco to whom the Computer Visual Syndrome Questionnaire (CVS-Q) was applied, an instrument with adequate levels of reliability and validity. The results indicate that teachers are characterized by high levels of CVS, mainly characterized by burning eyes, tearing, itching, eye redness and heaviness in the eyelids. On the other hand, it was determined that the CVS levels were significantly associated with the age group, the time connected to the devices, as well as the development of preventive strategies by teachers. Therefore, it is imperative that preventive strategies are applied, such as the 20-20-20 rule, and ergonomic conditions are improved, such as the use of adequate seats, anti-glare screens and the brightness adjustment of the same. © 2023, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.
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This study is part of a doctoral research that seeks to relate teaching beliefs and socioemotional competencies of elementary school teachers. This is relevant given the absence of studies of this type in Peruvian contexts in religious education and the need for changes in the curricular systems produced by Covid-19. For this purpose, a comparative correlational study was carried out with the objective of identifying the types of existing beliefs and how sex, age and years of service have an impact on the configuration of the beliefs of religion teachers. A total of 303 teachers from Lima-Peru participated. The Teaching Beliefs Questionnaire (CCRED) was used to assess value, competence and pedagogical beliefs. The results indicate that value beliefs predominate among teachers, followed by pedagogical and competence beliefs. It was also found that age and years of service are predictor variables of the establishment of beliefs, as opposed to sex. It is considered that this work contributes to deepen in fundamental variables for ICT training and to improve educational practice in post-pandemic contexts. © 2023, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.
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The pandemic context that devastated teaching in Portugal, placing students and teachers only connected by a screen, made emotions emerge in students, making the accompanying teachers more attentive. In this study, we present the results obtained from the general objective: to identify the emotions present in students in the emerging context of the COVID-19 pandemic. Data were collected from teachers of the 2nd and 3rd cycles of basic education (n = 377), through a questionnaire survey that contained an open question, asking teachers to write about the challenges encountered in managing students' emotions. The webQDA® software was used for the analysis and interpretation of qualitative data. The main results show that the identification of emotions by teachers was not, systematically, unanimous, and also differs according to the length of service. A school that is, for many, a place of well-being and good practices, since teachers play the role of "psychologist without training, just to listen to students”, was one of the conclusions. Thus, the monitoring carried out by teachers with more or less time of service, even at a distance, was relevant, considering that pedagogy was (re)invented. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The students of the educational institutions of basic and secondary education in Colombia and in the world, had to face new realities and situations of their academic process, due to the 2020 health crisis due to the COVID 19 virus, which has prevented around of 1,370 million students do not attend school under traditional education conditions, in Latin America more than 156 million children and young people, according to UNESCO, and in Colombia more than 9.4 million children in initial, basic and secondary education according to figures of the MEN Colombia. © GKA Ediciones, authors.
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In this article, we present the results of a study that aimed to understand how elementary school teachers perspective remote emergency education, the constraints felt and positive aspects highlighted, taking into account the technologies adopted for pedagogical mediation during the COVID-19 pandemic. For data collection, we take care of ethical procedures, namely anonymity and voluntary participation. The study included 377 teachers, who answered a questionnaire survey, which contained likert-type items on teaching, learning and evaluation, and ended with two open questions: 1) about the main constraints of this teaching modality and 2) main positive aspects. We use the webQDA software to support the analysis of the data of these issues. The results show that the pandemic has accelerated the urgency of digital education, forced teachers and students to evolve, evidenced inequalities between students with and without computer, with and without connectivity. By addressing different learning rhythms, technologies enhance the development of ICT skills;the most shy or more difficult students developed more skills in this type of teaching, as well as the improvement of the students' behavior.
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BACKGROUND: This article's purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers' quality of life and health, working conditions, and digital competence. METHODS: The hypotheses of this study are that there are statistically significant differences in teachers' burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables. RESULTS: Higher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration. CONCLUSIONS: The study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category. TRIAL REGISTRATION: Ethics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.