ABSTRACT
As COVID-19 mutates, the highly infectious omicron mutants (BA. 5.2., BF. 7) tension shrouded China. Given the internet information explosion and youth social media addiction, observing the mental impact on college students during the 2022 Shanghai closure is worthwhile. A pilot survey study was conducted to explore the anxiety levels of college students during the closure. The sample size was limited to 101 second-year college students. In addition to demographics, the survey involved the Self-Rating Anxiety Scale, self-perceived COVID-19 anxiety, frequency of COVID-19 information reception, number of social media accounts, and number of electronic devices. Though 68.4% of students equipped with two electronic devices (N = 95) exceeded the students with only one electronic device, a Chi-square test showed that students with only one electronic device had the highest anxiety index (mean = 50). Further, the Kruskal-Wallis test indicated that the number of electronic devices affected the students' anxiety level (p = 0.027) while social media membership did not (p = 0.565). As a result, it was suggested that social media usage and pandemic information inputs among college students were significant concerns that required special attention from the government, schools, teachers, and families.
ABSTRACT
Education has gone through rapid changes during the emergency remote teaching period resulting by the COVID-19 pandemic. These changes, in part, have been associated with educational institutions attempting to implement a viable solution to the problem of distance education. Although organizational management theory literature suggests that great change in very little time results in a detrimental psychological phenomenon called change fatigue in employees and that this phenomenon has even been investigated in the context of teaching staff in the past;there have been no attempt at understanding change fatigue from a student perspective. This quantitative study attempts at proposing a structural equation model towards the understanding of how to change fatigue and other variables, namely, digital literacy, online learning attitude and school alienation that might have been influenced by it have affected teacher candidates after resuming face-to-face education followed by a 1.5 year of emergency remote teaching period. Results indicated that change fatigue predicts school alienation and yet;does not predict online learning attitude;hinting that there might be another category of alienating organizational change that universities have gone through that does not solely involve online education. Nevertheless, digital literacy is a beneficial skill for all students that helps bolster online learning attitudes and reduce overall school alienation.
ABSTRACT
This study aimed to examine the attitudes of students enrolled in an English preparatory program of a Turkish state university towards the use of emergency remote teaching as a mode of distance education in the 2019-2020 COVID-19 outbreak and to reveal online distractors students experienced throughout this process. A total of 270 EFL students participated in the study;93 of these participants were female, and 177 were male. The study employed an explanatory sequential design, in which firstly quantitative data were collected using a scale ([alpha] = 0.871), and then qualitative data were gathered through open-ended questions followed by semi-structured ones. The quantitative data were analyzed through descriptive and inferential statistics using SPSS software while the qualitative data were analyzed through a thematic analysis conducted by the researcher and two other experts ([kappa] = 0.70). The results showed that the students held partially positive attitudes towards the use of emergency remote teaching as a mode of distance education. There were significant differences between the students' overall attitudes and their gender, digital literacy, technological accessibility, and perceived language success. The relationship between the online distractors students experienced during Emergency Remote Teaching and their attitudes was also discussed. The conclusions were made in the light of the findings, and implications and suggestions for further research were stated.
ABSTRACT
Due to the COVID-19 pandemic, mandatory changes were required in the field of education, as in many other fields. One of these fields is a teacher training programme, which includes teaching practice. It has become of great importance that pre-service science teachers, who frequently include experiments in their teaching practices in face-to-face education, will carry out this process in online education. This process, experienced due to the COVID-19 pandemic, prompted pre-service science teachers to find something that could replace the wet labs. One of the solutions in this situation is for them to choose and use appropriate Web 2.0 tools in their online lab teaching practices. Therefore, the purpose of the study was to examine the Web 2.0 tools used by pre-service chemistry teachers in their online teaching practices in a distance education environment, the purposes of using these tools, and their justifications for preferences to use these tools. This study was conducted with 15 pre-service chemistry teachers. Data were collected via observations, a form filled out by the participants, and semi-structured interviews in this study. According to the results of this study, it was determined that the participants used 17 Web 2.0 tools during their online teaching practices. The findings highlighted that the most used Web 2.0 tools were Perculus+ chat, Google docs, and Quizizz. Moreover, it was determined that the participants used these tools for 21 different purposes such as drawing students' attention, getting hypotheses, and designing experiments. The results also indicated that the participants emphasised the ease of the Web 2.0 tool as a justification for the preference for almost all of the Web 2.0 tools they use, regardless of their purposes for using these tools. It is thought that the results can be used to show how to make online or face-to-face teaching practices in teacher training programmes by using Web 2.0 tools more effective in the future.
ABSTRACT
The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers' perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study's findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = 0.008, [beta] = 0.236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = 0.001, [beta] = 0.306] were statistically significant predictors of technological knowledge (TK).
ABSTRACT
When schools across the United States suspended in-person instruction in an attempt to mitigate the spread of what would become the Covid-19 pandemic, many school districts implemented continuity of education plans that relied on the use of technology. This sudden shift in the method of delivering education has the potential to have lasting impacts on how technology is used in schools. As the primary instructional leader and technology leader, the school principal is responsible for guiding their school through the change process. With the ISTE Standards for Education Leaders as a conceptual framework, this mixed methods study utilized an explanatory sequential approach to investigate the current levels of high school principal technology leadership in Southeast Pennsylvania and explore how the Covid-19 pandemic has impacted principal technology leadership. The quantitative data was collected by administering the Education Leaders Technology Survey instrument to 35 participants, and the qualitative data was collected through semi-structured interviews with 10 participants. Results indicated that there is a positive correlation among each of the technology leadership behaviors and activities outlined in the ISTE Standards, with the highest levels in the areas of empowering leader and visionary planner. There was not a significant difference in principals' technology leadership based on demographics except for school location. Principals in urban schools reported significantly higher levels of visionary planner than those in suburban and rural schools. Principals in urban schools also reported significantly higher levels of connected learner and systems designer than those in suburban locations. The qualitative data analysis indicated that schools increased their focus in the area of empowering leader and visionary planner since the pandemic and that principals' technology leadership significantly shifted toward empowering leader with increases also evident in the areas of visionary planner, systems designer, and connected learner. Further implications of this study include the need to increase professional growth in the area of connected learner and to emphasize the principal's role as a systems designer and an empowering leader who promotes teacher leadership and agency. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The COVID-19 pandemic caused mass disruption to higher education institutions (HEIs) across the world and has since led to vast debate on how to manage HEIs and how to deliver course content to students beyond the crisis. The emergency shift to remote learning has led many HEIs to adopt more flexible course delivery in the longer term. Drawing on international and multidisciplinary perspectives, "Moving Higher Education Beyond COVID-19" explores how HEIs may use crises as an opportunity to develop, to transform, and to improve their institutional resilience. Authors draw on many novel and innovative practices mastered during the pandemic, including approaches to teaching, and the related learning and managerial practices. Collectively, the authors argue that COVID-19 has served as one of the most important push factors for universities to redesign their approaches to teaching and learning, and thereby also rethink their business models. With insights for researchers, course designers, and higher education leaders, "Moving Higher Education Beyond COVID-19" is a must-read for moving your institution forward beyond the pandemic.
ABSTRACT
The COVID-19 pandemic has disrupted the normal functions of schools globally. Online learning is a new concept in Bhutan. Nonetheless, classes have begun using various online learning platforms to continue their operations during the pandemic. This study examined primary school teachers' perceived information technology knowledge and proficiency. The participants of this study consisted of 124 primary teachers from two western districts of Bhutan. Data were collected using an online survey. The study's findings suggested that although the majority of participants (98.2%) had access to personal digital devices, slow internet connection and high internet data subscription charges (60.7%) were cited as significant challenges. Findings also revealed that a small percentage of the participants, less than 12 (9.7%) teachers in this study preferred to teach entirely in an online learning environment. The results of multiple linear regression suggested that only technological pedagogical knowledge (TPK) [t = 2.68, p = 0.008, [beta] = 0.236] and perceived information technology proficiency of teachers (PITP) [t = 3.55, p = 0.001, [beta] = 0.306] were statistically significant predictors of technological knowledge (TK).
ABSTRACT
In response to the COVID 19 pandemic, universities and colleges closed abruptly and teacher educators had little time to move instruction from face-to-face classrooms to digital learning environments. This sudden shift created a myriad of obstacles as instructors worked to retain pedagogically sound and effective instruction through online instruction--while also preparing novice teachers how to teach online themselves. Adding another layer of complexity is prospective teachers' lack of knowledge and hesitation regarding technology tools, as well as how to meaningfully integrate the tools into their teaching. Facing these challenges, we as literacy teacher educators, drew upon effective methods of teacher education, literacy practices and digital literacy to rethink the way we design lessons and assignments for our literacy methods courses. The framework we created for restructuring the integration of technology into courses can be duplicated across disciplines and guide instructors to reconceptualize their use of tech tools to re-envision face-to-face and digital instruction to expand learning outcomes.
ABSTRACT
When the COVID-19 pandemic shut down schools in 2020, the effect on rural areas was significant. Access to the internet in rural areas is limited and cost prohibitive. This article discusses why we must find ways to ensure education delivery in urban and rural areas. Unfortunately, many school systems in developing countries lack the expertise and resources to ensure quality education. That is where programs like Amblema come in and bridge the gap. Amblema promotes the values and virtues of self-reliance. With simplicity at its core, a clear set of measurable objectives, and an easy-to-execute selection of activities, Amblema is an innovative practice for education delivery in both urban and rural areas.
ABSTRACT
Young people in East and Southern Africa need greater access to reliable information about health and education in order to make informed decisions on health matters--focusing on HIV and teenage pregnancy--and to increase basic education outcomes. Young 1ove organization, established in March 2014 in Gaborone, Botswana, is a grassroots, youth-led, evidence-based movement in East and Southern Africa. Its mission is to connect youth to proven life-saving information. Its core competencies are delivering sensitive information to young people in a credible and relatable fashion, busting myths, changing beliefs and norms, generating demand, and building connection and trust. As a portfolio organization, Young 1ove commits to a few, highly curated programs. It invests in these programs for the long term--testing, iterating, and following the evidence at each step of the program life cycle. This article discusses lessons learned along the way of implementing Teaching at the Right Level (TaRL). TaRL is an education program that supports students who are falling behind in basic literacy and numeracy by grouping them according to ability level, rather than teaching to a syllabus that is often far too advanced for most students. In addition, the program has a menu of fun and level-appropriate activities that are custom-tailored to each group of students.
ABSTRACT
While the COVID-19 vaccines bring hope about the end of pandemic-related closures, leaders worldwide recognize that a fundamental shift has occurred in the way we work, live, and learn. Though we will always need brick-and-mortar schools, our "new normal" must include hybrid and virtual education options for students who do not have access to safe and healthy classrooms. The consequences of not making this shift will place an at-risk generation further behind their peers. At Pathways Early Education Center of Immokalee, in Florida, educators are constantly looking for new ways to engage the children and the families in the migrant farm-working community. As educators discussed strategies to safely bring the children back into the classroom, they considered the option of enhanced virtual classes for their pre-kindergarten students. They were seeking a way to keep students who needed to quarantine for two weeks from falling behind their peers. This article discusses the results of a pilot virtual pre-kindergarten program, which showed that virtual pre-kindergarten students had more positive gains in fine motor skills. Both in-person and virtual pre-kindergarten students will be more prepared with essential skills to succeed in kindergarten than children who have not had access to early education.
ABSTRACT
This quantitative study scrutinized the self-assessment of Physical Education and Sport teachers about their online physical education (PE) classes, which stemmed from the closure of schools and mandatory distance education during the COVID-19 outbreak. The data collecting tools of the study were the "Evaluation of Teacher Effectiveness Questionnaire in Physical Education (SETEQ-PE)" developed by Kyrgiridis et al. (2014) and adapted to the Turkish Ektirici et al. (2016). The participants were composed of 172 volunteer physical education and sports teachers who were determined via convenience sampling model. The data collected covered such demographic information as age, gender, sports-type, teaching, and schoolwork experience besides the items related to distance education, hardware support, proficiency in technological infrastructure, and application/software. The findings of the study showed that certain variables such as technological competencies, technical support provided by the school, and application/software support were influential in the participant physical education teachers' self-assessment. In addition, it was found out that SETEQ-PE variables such as technological competencies, technical support provided by the school, and application/software support affected to PE and sports teachers' self-assessment responses. However, no significant differences were determined in SETEQ-PE results about synchronous or asynchronous implementation of the physical education lessons, gender, and age.
ABSTRACT
The 2020 COVID 19 pandemic situation forced our society to consider different ways to accomplish work and education. Many employees and learners personally invested in various technologies in their homes in order to fulfill work and educational commitments. Meanwhile, a considerable number of organizations struggled with assisting associates to adapt to alternative ways of accomplishing meaningful work and educational success within home environments. Education leaders cannot always anticipate the arrival of an emergency, but they can develop a practice-based plan to survive an unforeseen situation. Using a strong, instructionally designed model, we created a process these leaders may follow to consider research-based ideas and best practices to create emergency survival plans for their organizations. This simple, structured plan begins with developing a delivery management system to connect instructors and learners in remote settings. Next, we provide strategies to manage online instructional and learning tools. Once everyone is connected and tools are selected, the plan moves forward to address online course design and development. Next, we provide guidelines to select the appropriate delivery process for the prepared courses. In addition, this section addresses the creation of a professional learning module for instructional designers, including trainers and classroom instructors. Finally, a re-entry process is created by developing a continuum learning plan.
ABSTRACT
The aim of the research was to reveal the school management process during the COVID-19 pandemic. The research was designed on the basis of case study in qualitative research paradigm. Maximum variation sampling was used in the study. As such, 15 school principals with various years of experience, serving at various school levels were included in the study. Data was obtained from a semi-structured interview form with 11 items. Inductive analysis was utilized in data analysis. The primary finding of the study was the precautions taken by school principals during the pandemic. These are physical precautions, informative precautions, and productive precautions. Another finding was that school principals made their best effort to fulfill their duties and responsibilities in-school, out of school, and regarding their leadership roles. Lastly, school principals problems mainly revolved around two groups: the resources of the school and students, and the decisions made, regarding educational and instructional processes.
ABSTRACT
With the progression of various mobile technologies, mobile applications have tremendously increased, especially during the Covid-19 pandemic, and such applications have been exploited much in teaching and learning. This study explores the educational potential of using mobile applications in English language teaching (ELT) or Mobile Assisted Language Teaching (MALT). A critical review of the research in mobile applications in English language teaching is explored in this study, specifically from the published papers since 2015. Initially 131 articles were selected from ScienceDirect, SAGE, IEEEXplore, and Google Scholar. However, only 13 articles matched the inclusion criteria. These articles were analyzed and reviewed using the following categories: the role of mobile technology, pedagogical practices, research methodologies, the context of usage, and outcomes. The research found that mobile technologies in teaching language are increasing, and it is expected to rise in the future. In addition, teachers use different technologies to enhance English language teaching in the settings of inside and outside classrooms. During the COVID-19 pandemic, schools have closed indefinitely. This unexpected situation has forced students to stay at home, and online learning seems to grow exponentially. Thus, through this research review, significant educational outcomes are identified for future investigation practices.
ABSTRACT
It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government's COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the COVID-19 emergency measures, including the support required to implement these steps and ensuing staff feedback. It also reflects on the process of moving forward from a state of emergency to a more thought-through digital pedagogical approach. In this scenario, the ultimate goal of this reflection is to argue that, as a consequence of the educational turbulence caused by COVID-19, the portrait of academics prone to resisting digitally-driven changes needs to be replaced by one that emphasises the significance of making the pedagogical values of these changes meaningful to the staff who eventually implement them. [For the complete volume, "Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19," see ED612070.]
ABSTRACT
Nowadays, the serious situation that affects the entire world goes beyond the social, cultural, economic problems and other conflicts that occur day by day. These were left aside to move to a global alert, we refer to the pandemic crisis that all the nations of the world are facing. Confinement forced people all over the world to stay at home, therefore, communications through electronic devices became very necessary. This study does not seek to analyze the pandemic crisis, its purpose is to analyze the use that students give to their mobile phone, to determine if this has generated addiction, in addition to identifying if use differs in men and in women. Participants were 184 high school students enrolled in a public sector institution in the Port of Veracruz, Mexico. To obtain the data, the SAS-CV test was used. This contains questions related to the profile of the respondent and 10 items in Likert format. It was distributed via electronic devices for their response. The data were statistically analyzed using polychoric correlation matrices and factor analysis with component extraction. The main findings demonstrate the obtaining of three components: physiological, dependence and distraction, which account for 68% of the total variance, and it was also shown that there are no differences by gender.
ABSTRACT
The present volume investigates the relevance of language teaching and learning in the contemporary job market, highlighting how language graduates can provide a substantial contribution to the multilingual needs of the UK. It also explores how the sudden spread of COVID-19 impacted on the acceleration of the online pedagogical shift which had already been foreseen by Jisc and developed at a higher speed than predicted. Ultimately, by looking into the forced online pivot, this volume furthers a reflection on how the 'new normal' is contributing to drive pedagogical innovation. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
ABSTRACT
This paper presents research on girls' and boys' gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls' and boys' perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls' perceptions of learning "nothing" or only "a little bit" were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys' experience of learning "a little bit" or "nothing" was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure.