Effect of Distant Education on Children's Academic Achievement in Primary Schools During Corona Pandemic in Dubai Emirate- Field Study

This study aimed to examine the effect of distance education on the level of educational achievement of children during the Corona period in ten primary schools in the Emirate of Dubai. To achieve the objectives of the study the researchers adopted the descriptive analytical approach. The quantitative method of data collection had been applied using the electronic questionnaire tool consisted of four main axes for data collection and had been distributed to the study sample consisted of 190 students' parents and administrators selected by using simple random techniques. The results of the study indicated that the participation of students in the educational process, and in the establishment of appropriate educational programs and applications for the transmission to distance learning have contributed to reducing the negative effects of the process of shifting from traditional education / face-to-face education classroom teaching to virtual classroom (ZOOM).The study recommended the need for strengthening distance education mechanisms, which contribute in developing the student's interests, tendencies, attitudes, concentrating on the study material, and using of safe and secured electronic devices to increase the search for additional information to reach the correct knowledge. Also, the school administration should have good e-learning plan ahead with required financial credits that will help in overcoming the crisis and mange distance learning processes to reach future objectives successfully. © 2022 Owner/Author.

Managing indoor air quality in nursery and primary schools with low-cost solutions

This study aimed to evaluate the feasibility of using low-cost solutions to monitor and mitigate PM2.5 and PM10 concentrations in nursery and primary schools in Porto (Portugal). Three periods were considered: i) early 2020 (before COVID-19 pandemic), ii) early 2021 (during COVID-19 pandemic, with mitigation measures to prevent SARS-CoV-2 spread);and iii) in the middle of 2021 (additionally using a low-cost portable air cleaner). PM2.5 and PM10 were continuously monitored with a low-cost sensing device for at least two consecutive days in five classrooms. In general, the lowest PM concentrations were observed in the third period. Concentrations reduced up to 63% from the second to the third period. The application of low-cost solutions for monitoring and mitigating PM levels seems to be an effective tool for managing indoor air in schools. © 2022 17th International Conference on Indoor Air Quality and Climate, INDOOR AIR 2022. All rights reserved.

Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic

This research aims to explore elementary school teachers' perceptions of implementing an independent curriculum during the COVID-19 pandemic imposed by the Indonesian government as alternative learning to address the problem of learning loss. Data was collected through semi-structured interviews with 38 teachers in primary schools across 13 different regions in Indonesia. Data analysis using thematic qualitative quasi-analysis. The analysis found four main themes: urgency, challenges, support and teaching strategies in implementing an independent curriculum. The research concludes that the success of the curriculum will be determined mainly by technological readiness, support and collaboration from all stakeholders, both central and local governments, educational quality assurance institutions, universities, schools, teachers, parents and the community. This research contributes to solve the problems faced by the Indonesian government due to the impact of online learning during the COVID-19 pandemic which results in low literacy. © 2023 by the authors;licensee Asian Online Journal Publishing Group.

Primary Teachers' Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda

Information and communication, technology (ICT) has become a necessary tool in education post-COVID-19 pandemic. However, integrating ICT into teaching and learning has been a daunting challenge in many developing countries, such as Uganda. This qualitative case study investigated the challenges that primary school teachers face in implementing ICT in teaching science, technology, engineering, and mathematics (STEM) subjects in Uganda. The study found various challenges divided into three categories: infrastructure and internet connectivity;individual factors and administrative support;and curriculum and learner support materials. A significant obstacle was the lack of computer access, internet connectivity, and ICT textbooks. Additionally, teachers lacked the ICT skills necessary to integrate technology into their teaching methods, and administrative support was insufficient. The identified challenges in this study will require a multi-pronged approach that includes increasing investment in infrastructure, providing training and support to teachers, and developing relevant and appropriate ICT curriculum materials. In conclusion, this study highlights the challenges that primary school teachers face in implementing ICT in teaching STEM subjects in Uganda. By addressing the identified challenges, policymakers and stakeholders can take steps towards improving ICT integration in primary school education and bridging the digital divide in Uganda and other developing countries.

Effect of energy renovation on indoor air quality and thermal environment in winter of a primary school in a highly polluted French alpine valley

With increasing the COVID-19 pandemic and the time spent indoor, there is a growing research interest in the issue of Indoor Environmental Quality in building including thermal environment and indoor air quality (IAQ). Research and intervention in schools are a particular focus, as children are especially vulnerable to air pollution. The aim of this study is to assess the impact of energy renovation, including the installation of a balanced ventilation system with a filter (F7 type), on the IAQ of a school building located in a polluted outdoor environment. The study is based on measurements of some parameters of thermal environment and IAQ. To this end, two classrooms were chosen for two measurement campaigns. Each campaign covered 2 months in winter in 2018 and 2020 before and after renovation, respectively. The measurements included ventilation airflow rates, temperature, relative humidity, carbon dioxide, and particle concentration (PM2.5). The main result of installing the balanced ventilation was an increase in the air change rate from 0.1 h−1 and 0.05 h−1 before the renovation to 1.5 h−1 and 1.7 h−1 after the renovation, for classroom 1 and classroom 2, respectively. This increase changed the ICONE air stuffiness level from average air stuffiness to fresh air (no air stuffiness). However, this increase resulted in a significant entry of outdoor particles. As consequence, the highest indoor/outdoor concentration ratio (57%) was observed after the renovation. All these results highlights that ventilation performance should be extended to parameters as filtration efficiencies in order to increase IAQ. © 2023 Elsevier Ltd

Distributed Leadership in Irish Post-Primary Schools: Policy versus Practitioner Interpretations

School leaders have faced significant challenges since the beginning of the COVID-19 pandemic. Distributed leadership has become the default leadership response implemented by schools to manage increased pressure. While Irish schools have traditionally operated behind a ‘closed-door', there has recently been a movement towards a shared model of leadership, and Irish school leadership policy currently endorses the adoption of a distributed leadership model. Increased interest and policy endorsement notwithstanding, distributed leadership remains an elusive concept. The aim of this study was to explore Irish post-primary school personnel's interpretations of distributed leadership and analyse these interpretations through a teacher empowerment lens with respect to Irish school leadership policy. This study reports the results of a thematic analysis of 363 survey responses provided by post-primary school personnel. Short's six dimensions of teacher empowerment were utilised to inform a framework for thematically analysing the participants' interpretations. An initial framework for enacting distributed leadership through an empowerment lens was outlined. Interpretations were found to diverge regarding (i) what is shared, (ii) who it is shared with, and (iii) how it is shared. This paper adds to the corpus of knowledge concerning how distributed leadership is understood in practice and will aid in informing future school leadership policy documents.

E-learning during the COVID-19 lockdown: An interview study with primary school music teachers in Italy.

The present article provides an in-depth look at the strategies and practices developed by a cohort of primary school music teachers in Italy to deliver online music lessons during the COVID-19 lockdown. We used a qualitative methodology based on semi-structured interviews to bring out our participants' voices and reflections in a very personal manner and examine their perspectives on issues important to their profession and daily work. We were interested in investigating which practices and strategies were used or developed to deal with the difficulties and positive aspects characterising their experiences as teachers during the lockdown period. A focus was put on lesson planning, time management, student involvement, and information and communication technology (ICT) skills. Qualitative data were analysed using an inductive method based on grounded theory, giving rise to the five following dimensions: classroom activities; the role of the school and staff members; teachers' interactions with children and their parents; positive outcomes; unresolved challenges. Participants discussed how they used ICT and managed their classes remotely, provided vivid descriptions of their professional relationships with colleagues and students, and reflected on the advantages and disadvantages of teaching music remotely, pointing to new ways to improve current teaching methodologies.

Parental Involvement in Children's Online Education During COVID-19; A Phenomenological Study in Saudi Arabia.

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children's education has changed. This study focused on parental involvement in children's education during the COVID-19 pandemic. The study applied a qualitative phenomenological approach following a constructive social framework, whereby the researcher pursued an understanding of the world in which she lives and works. The primary tool employed to collect relevant data was in-depth interviews with six parents who voluntarily participated in the study in the western province of Saudi Arabia. Thematic analysis is applied to analyse the collected data. The study found that parental involvement in children's schooling has been affected by the COVID-19 pandemic. Furthermore, the interviews revealed that parents would prefer to keep to their chosen role rather than fulfil the teaching role imposed on them by COVID-19. This paper contributes to the application of Hoover-Dempsey and Sandler's model of parental involvement in children's schooling, illustrating that an external force drives parental involvement. More specifically, many parents have been forced to change the form of their participation due to the unforeseen shift to e-learning.

Future Lower Primary School Teachers Taking an Online Algorithmization and Programming Course and Self-Assessing their Performance

Computational thinking, problem-solving and the ability to apply knowledge;these and a plethora of other skills are essential for success in both personal and professional life. In order to be able to develop those skills in their students, the teachers themselves need to possess them. This paper focuses on female future lower primary school teachers who, in the middle of the Covid-19 pandemic, took an online course on algorithmization and programming, having little or no prior knowledge and skills. The completion rate depended not only on the students' motivation and willingness to learn, but mainly on the content and structure of the course, which was completely modified and made into an online course. The results were more than surprising. The students were able to complete the activities included in the course. Moreover, those activities inspired them to create their own activities, which they may be able to use in their future classes. © 2022 IEEE.

YouTube and Learning Media During COVID-19: A Case Study on Primary School Education

COVID-19 has an impact on all aspects of life, including education and learning. To ensure that teaching and learning activities continue to run well, teachers are required to master learning media that support online learning. One of the learning media used online is YouTube. Besides being easy to reach, there are currently many learning materials available on YouTube. But the problem is how effective YouTube is as a learning medium, especially for elementary school children. This type of research is qualitative research using a case study approach. The data collection methods used in this study were interviews, questionnaires and documentation. The goal in this study is to explore and find out the effectiveness of YouTube as a learning medium for PAI during the Covid-19 pandemic for elementary school level children. The results of the study showed;(1) Aspect of usefulness, in terms of the usefulness of YouTube, it is said to be effective because it can be used as a learning resource that can support the learning process;(2) Aspect of YouTube accuracy is the right learning media solution so that learning can still run well even during the Covid-19 pandemic;(3) Aspect of the scope of YouTube services is very supportive as a learning medium, especially for PAI learning during the Covid-19 pandemic. © 2022 IEEE.

Knowledge and skills of the digital transformation of the Greek public school in the post covid era

The present research focuses on the digital transformation the Greek Public School underwent, within a few months, due to the Covid - 19 crisis. The need for a digitally transformed education system that meets the requirements of the 21st century and is characterized using educational and computing technologies [1], was highlighted by the Covid - 19 coronavirus pandemic. Furthermore, the transformation of educational units into learning organizations [2] which are digitally update and, hence, can effectively cope with the new circumstances, was also introduced. The aim of this research is to examine the perceptions the principals of the Primary Schools in the Region of Western Greece have, regarding the need for the Greek Primary School to follow the trends of the new digital era and become sufficient in their use. It, also, examines the principals' level of ICT knowledge and skills as well as their willingness to respond to the challenges that call for an education system compatible with the new digital era and the necessity of school units to function as learning organizations in the era of the 4th Industrial Revolution. The research was conducted with the use of a questionnaire with close-ended questions. According to the results, the principals were found to have positive attitudes and views towards the available digital tools and platforms used in education in the last two years even though, most of them have low level ICT knowledge and skills. Moreover, they believe that the digital transformation of education is a slow-moving process due to certain obstacles which, also, prevent the transformation of educational units into learning organizations. © 2022 IEEE.

Comparison of primary school teachers' stress responses between pre-pandemic and pandemic periods: a large-scale nationwide survey in Japan.

A school teacher's job is considered one of the most stressful occupations globally. The coronavirus disease 2019 pandemic has posed further challenges for school teachers. This study aimed to examine the effects of the pandemic on primary school teachers' stress responses in Japan. We analyzed the data from a nationwide survey of public-school teachers conducted between June 2019 and December 2021. The total numbers of participants were 65,968 in 2019, 72,248 in 2020, and 75,435 in 2021. Working hours and perceived main stressors as well as stress response scores were assessed. Contrary to expectations, the results showed that the stress response scores in primary school teachers did not increase in the first year of the pandemic. Rather, the stress response scores and the proportion of high-stress teachers significantly decreased from the pre-pandemic year (2019) to the first year of the pandemic (2020). However, the stress response scores showed a rising trend in the second year of the pandemic (2021). Participants' working hours decreased from 2019 to 2021. The findings in relation to main stressors matched these trends. Continuous monitoring of teachers' stress levels is recommended both during and after the pandemic.

“I Can Teach With My Videos”: How Do Teachers Teach English to Young Learners in a Technology-Limited Environment?

To ensure that learning continues during the Covid-19 pandemic, educators must understand pedagogical and content knowledge through the integration of information and communication technology (ICT). An example is English teachers at elementary schools in Indonesia making videos to help young learners learn English remotely. This paper aims to find out how teachers maximize student learning from their videos in a technology-limited environment and how teachers integrate their role as facilitators into their videos. We gathered data by conducting observations of three English teachers for four months during the odd semester of the 2021–2022 academic year and interviews with the participants. The research findings indicated that participants implemented a cognitive load aspect that makes it easier for young learners to see real examples of objects, even if only on video, thereby reducing excessive cognitive load. In addition, the participants implemented the student engagement aspect, which reduces the intrinsic load and makes the text in the video more meaningful. A third aspect implemented was active learning, which serves to help students and teachers develop strong feelings of social cooperation. Moreover, participants integrated their role as facilitators in educational videos by using an information guide and by being friendly inquirers to their students. The findings imply that if packaged properly, teacher videos can be one of the learning techniques that teachers and students can use in any situation. Furthermore, unlike in offline learning, students can replay teaching videos to aid their learning process, without having to ask the teacher to repeat the explanation. ©Authors This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).

COVID-19 School vs. Community-Based Outbreak Trends among New Jersey K-12 Schools during the 2020-2021 School Year.

Identifying potential rapid methods to track COVID-19 trends within schools has become a necessity in understanding how to provide both education and maintain health and safety during a pandemic. This study examined COVID-19 trends and sociodemographic information in New Jersey (NJ) schools during the 2020-2021 school year. A database was compiled for this study in Microsoft Excel using various state and federal resources. Data used in the study are a combination of extracted data from weekly NJ Spotlight reports, weekly NJ COVID-19 Activity Level Index (NJ CALI) reports, and reports of school-based outbreaks via the NJ Department of Health (NJDOH). In 2020-2021, in NJ K-12 schools, the NJDOH defined a school-based outbreak incidence as two or more students and/or adult staff with a laboratory-confirmed positive molecular test for COVID-19 based on transmission occurring on campus. Data were organized into six regions across 21 counties within NJ (3-4 counties per region per NJDOH). COVID-19 trends in NJ schools mirrored trends in their districts, i.e., communities, within the state's region; noticeably, there were consistently high trends during the winter holiday season (November 2020-January 2021). The cumulative number of incidences of school-based outbreaks remained relatively low but, nevertheless, increased throughout the 2020-2021 school year. This study recommends increased accessibility to COVID-19 reports for school and public health officials, and in the future for data to be reported to identify rates of transmission of other communicable diseases within K-12 students, and to further reinforce established mandates and other preventative measures in public while traveling during holiday seasons.

Computer Education of the Primary Years Programme Exhibition at International Baccalaureate Schools During the COVID-19 Pandemic

This paper investigates computer education and learning of the Primary Years Programme Exhibition (PYPX) project held at the end of the transitional grade of elementary to middle school at International Baccalaureate (IB) Schools during the COVID-19 pandemic. During the COVID-19 pandemic, most of the schools' study and work activities were moved online, which brought significant challenges to elementary school students who were new to computers. On the other hand, it was also a great chance for students to learn more computer skills by digitally completing their PYPX project. We researched 33 11-year-old students who completed the PYPX projects for the pandemic years 2020 and 2021. © 2022 IEEE.

DESIGNING ERGONOMIC POST-COVID-19 SCHOOL FURNITURE

Inappropriately designed classroom furniture that does not take children’s anthropometric measurements into account has a negative effect on children’s musculoskeletal systems. In this study, which kept Covid-19 pandemic policies in mind, students’ static anthropometric dimensions were measured and their descriptive statistics calculated, using mean, standard deviation, percentiles, and statistical tests, including the t-test and one-way ANOVA. A new design for ergonomically oriented classroom furniture for primary school students is proposed that takes into consideration the measured anthropometric dimensions for students’ safety, health, and well-being, and for post-Covid-19 policies. Given the results of the study, school managements must consider the gender and age of students, and take post-Covid-19 policies/protocols into account when procuring classroom furniture. © 2022, South African Institute of Industrial Engineering. All rights reserved.

Profile of Character Education in Indonesian Elementary Schools During the Covid-19 Pandemic

The negative impact of technological developments in the 21st century, if not balanced with the development of character education, will lead to a character crisis. This literature review aims to systematically review the literature on profile of character education in indonesian elementary schools during the covid-19 pandemic. The literature search was carried out through the Google Scholar database in the 2018-2021 period. The inclusion criteria used are articles that specifically discuss the moral degradation due to the character education crisis during the COVID-19 pandemic in primary schools in Indonesia. Based on article extraction, 10 articles were selected that met the criteria. The results of the review show that currently there are many events that show the lack of positive character possessed by students in Indonesia. Factors causing the decline in the character of the nation's children include a mindset that emphasizes the formation of knowledge. The solution that can be developed is to utilize social capital in the form of synergy in three educational centers, namely families, schools and communities in developing character education based on humanistic education, religious education, and exemplary. Therefore, it is important for schools to create synergies between families, schools, and communities. © 2021 ACM.

Comics Contains Traditional Ecological Knowledge as a Learning Media in Rural Primary School During the COVID-19 Pandemic

Traditional Ecological Knowledge (TEK) in Tawangmangu is thought to have been forgotten by the community, so it is important to maintain its sustainability. The purpose of this study was to identify TEK materials needed by teachers and primary school students as teaching materials presented through comic media. Questionnaires and interviews were used to collect quantitative and qualitative data. The participants consisted of 21 teachers and 102 primary school students in Tawangmangu. The results show that all TEK materials are considered important and needed by almost all teachers because they contain positive educational values, have relevance to the themes and sub-themes of primary school materials, have relevance to all subjects, and some teachers are not native Tawangmangu foreigners with local TEK. The most interesting TEK material for students is folkltales about the origin of corn and vegetables. The teacher and students stated that the TEK material in all comics (volumes 1-4) was presented in a clear and interesting manner. They also support the development of the comic because it can work as a medium of learning and entertainment while participating in distance learning during the COVID-19 pandemic. © 2021 ACM.

Health Literacy and COVID-19 Awareness Among Preservice Primary School Teachers and Influencing Factors in Turkey.

BACKGROUND: Primary school teachers play an important role in furnishing children with basic knowledge about health literacy and awareness of COVID-19. This study was conducted to determine the levels of health literacy and COVID-19 awareness among preservice primary school teachers and the factors associated with this. METHODS: The sample of this cross-sectional and correlational study consists of 978 preservice primary school teachers studying at 4 major universities in Turkey. The participation rate was 90.14%. Data were collected with 3 questionnaires, the Descriptive Characteristics Form, the Health Literacy Scale, and the COVID-19 Awareness Scale. RESULTS: The mean score of the Health Literacy scale was 105.16 (SD = 13.04). The mean scores of the Contagion Precaution Awareness, Awareness of Following Current Developments, and Hygiene Precaution Awareness subscales of the Coronavirus Awareness Scale were 34.27 (SD = 6.19), 12.94 (SD = 4.34), and 11.69 (SD = 3.60), respectively. It was determined that the total health literacy score was affected by gender, school, and grade/year (freshman, sophomore, junior, senior) and that COVID-19 awareness was affected by gender, age, grade/year, school, having contracted COVID-19 or not, and being vaccinated or not in the various subscales (p < 0.05). CONCLUSIONS: Preservice primary school teachers' health literacy was found to be sufficient with a moderate level of COVID-19 awareness. We recommend planning interventions for preservice primary school teachers that will improve their health literacy and COVID-19 awareness, taking influential factors into account when doing this planning.

Distance Learning in Primary School during the COVID 19 Pandemic: Results of the “SMART KIDS” Experiment

The paper analyzes the results of the introduction of the distance learning form (DLF) using electronic educational resources (EER) and the teacher's virtual classroom in primary school. The experiment took place within the framework of the “Smart Kids” All-Ukrainian project during the long quarantine caused by the COVID-19 pandemic. The educational process took place both synchronously and asynchronously. The present paper substantiates the model of organization of distance learning of primary school students using EER and outlines its three main components: the organization of learning;conducting online classes (explaining new material or practicing skills by students) and monitoring the quality of students' independent performance of tasks. The results of the experiment prove that it is necessary to provide teachers and students with computer equipment, Internet access, digital resources for teaching and assessment to implement DLF. It has been established that EER in distance learning can be used both on a regular basis - in each class, and periodically - to explain new material or train skills;the quality of tasks performed by students can be monitored in the virtual office of the teacher and shape an individual trajectory of students' development. The teachers identified the following main problems of DLF implementation: internet interruptions;problems with providing new computer equipment to students and some teachers;lack of state aid in providing EER to all participants in the educational process;limited access to students' computers during complete isolation due to online work of parents. Despite the outlined problems, the quality of distance learning of primary school students during the pandemic using EER was positively and highly assessed by teachers. © 2022 Copyright for this paper by its authors