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In times of the Covid-19 pandemic, the use of online platforms for teaching purposes accelerated, and remote learning and teaching gained ground in the field of Translation & Interpreting Studies (TIS). In this paper, we discuss the curriculum design of JurDist, a master's course in legal translation, which has been offered as an online course for the language combinations Norwegian - English/French/German/Spanish since 2013. We describe, in detail, today's curriculum and discuss modifications to the teaching, implemented in the spring semester of 2021. The modifications aim at improving the students' performance in accordance with current research in translation theory (i.e., translation competence development) and in line with current approaches to learning and teaching (e.g., taxonomies describing different levels and kinds of understanding). Consequently, the curriculum design and the modified approach to teaching aim at enhancing the students' professional skills in the field of legal translation. Although this teaching approach is applicable to both online teaching and the physical classroom, we describe its implementation in an online teaching environment only. Online teaching in all its facets has come to stay, also within TIS. We contribute to this development with our experience in teaching specialized translation online since 2013, which predates the recent pandemic.
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This chapter describes the professional situation that medical translators and interpreters had to face during the COVID-19 pandemic in Spain. Due to the state of alarm declared on 16th March 2020, many people who were born abroad but who were in that moment living, working or in some cases sightseeing in Spain, could not return to their respective countries. As time passed by, the situation got worse, and thus there were thousands of foreign people who got the coronavirus in Spain, many of whom had to be admitted to hospitals. It is in situations like these when medical translators and interpreters are useful due to the logical nervousness of the situation. Even people who speak Spanish feel themselves much more protected and informed if an English/Spanish or French/Spanish specialist can explain to them how their health situation is doing. It was during this period when the Spanish Ministry of Health and many other professional organizations asked for the collaboration of medical translators and interpreters who spoke English, French, German and even Chinese. The following pages contain a glossary with English/French/Spanish terminology regarding all the coronavirus terms that were mainly used within translation and interpreting scenarios, some lecturing proposals from a Translation and Interpreting Teaching-Learning point of view and the description of the deontology for language mediators in situations of despair and uneasiness such as the COVID-19 pandemic. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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With the coronavirus disease 2019 public health emergency (PHE), telehealth (TH) became essential for continued delivery of care. Members of the North American Society for Pediatric Gastroenterology, Hepatology and Nutrition (NASPGHAN) formed the Telehealth for Pediatric Gastrointestinal Care Now (TPGCN) working group and rapidly organized a telemedicine webinar to provide education and guidance. We aim to describe the webinar development and prospectively assess the effectiveness of this webinar-based educational intervention. Methods: NASPGHAN members who registered for the TPGCN webinar received pre- and post-webinar surveys. Outcome measures included a modified Telehealth Acceptance Model (TAM) survey and a Student Evaluation of Educational Quality (SEEQ) standardized instrument. Results: Seven hundred seventy-six NASPGHAN members participated in the webinar, 147 (33%) completed the pre-webinar survey; of these, 25 of 147 (17%) completed a post-webinar survey. Before the PHE, 50.3% of the pre-webinar survey participants had no TH knowledge. Webinar participants trended to have increased acceptance of TH for follow-up visits (pre-webinar, 68% versus post-webinar, 81%; P = 0.15) and chronic disease care (pre-webinar, 57% vs post-webinar, 81%; P = 0.01). The overall acceptance of TH as shown by TAM pre-webinar was 1.74 ± 0.8, which improved to 1.62 ± 0.8 post-webinar (lower scores indicate greater acceptance; P < 0.001). SEEQ results indicate that webinar material was understandable (post-webinar, 95%). Participants found breakout sessions informative and enjoyable (post-webinar, 91%). Conclusion: The TPGCN TH webinar was an effective educational intervention that fostered increased TH usage for follow-up and chronic care visits, improved TAM scores, and was well received by participants as seen by high SEEQ scores. Sustained and expanded pediatric gastrointestinal TH usage beyond the coronavirus disease 2019 PHE is expected.
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BACKGROUND: Due to the corona pandemic, face-to-face teaching was no longer permitted in the summer semester 2020 and online alternatives were quickly found. OBJECTIVE: In our article, we illustrate the switch from face-to-face to online teaching in ophthalmology at the University of Lübeck and compare online teaching with face-to-face teaching. METHODS: The central teaching evaluation takes place every semester with a standardized questionnaire. Based on the evaluation of these questions, a direct comparison of the attendance semester of the winter semester 2019/2020 with the online semester of the summer semester 2020 was carried out. RESULTS: The structure (pâ¯= 0.003), the organization (pâ¯= 0.001), the resources made available (pâ¯= 0.034), the attendance of the lectures (pâ¯< 0.001) and further dates (pâ¯= 0.041), the increase in interest (pâ¯= 0.039) and learning (pâ¯= 0.001) were rated better in the online semester than in the face-to-face semester. Overall, the digital summer semester 2020 (pâ¯< 0.01) received a significantly better overall grade than the face-to-face semester in winter 2019/2020. CONCLUSION: The structure of our courses has also been proven online. The theoretical content could be excellently mediated; however, practical exercises are not possible online. For the learning of practical skills, face-to-face instruction is still necessary.
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The evaluation of what happened with the sudden appearance of the Covid-19 virus with respect to Higher Education throughout the planet faces a high number of difficulties, with all kinds of nuances, and the need to attend to a multifactorial reality. The analysis of what happened anywhere in the world, at least, needs leading actors and actresses, at least as a primary source of knowledge. Knowing in a general way what happened in Cuba was the initial objective of this investigation, considering in the first place what was provided by the official information, which was scarce, and probably not very updated. Despite this, it was possible to establish a series of considerations that show the vicissitudes of the continuity of didactics in Higher Education in Cuba © 2023, Ensaio.All Rights Reserved.
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La enseñanza de la filosofía en tiempos de pandemia ha sido un desafío para la labor docente en perspectiva de pedagogía, con miras a superar la brecha digital por parte de quienes intervienen en el proceso de enseñanza. Quedaría, entonces, como se interpreta desde De Sousa Santos: mirar las enseñanzas que ha dejado el virus, siendo lo que, en tal sentido, se propone este escrito. Por tanto, se reflexiona en torno a cómo se desarrolla la interacción de la gamificación en la enseñanza de filosofía como elemento pedagógico en el contexto de la Universidad de Pamplona, Colombia. Así las cosas, se argumenta que el principal desafío de la enseñanza de la filosofía en medio de la crisis sanitaria generada por el SARS-CoV-2 es de carácter didáctico y pedagógico en sus procesos de enseñanza. Dicho proceso apunta al desarrollo de la interactividad y la instrucción de las diferentes asignaturas del pénsum de Filosofía en modalidad sincrónica, mediada por una plataforma online de enseñanza. El siguiente desafío se enfoca en la inclusión de la gamificación en la educación virtual en procesos didácticos de enseñanza y evaluación. Se concluye que en la Universidad de Pamplona la educación remota sincrónica y asincrónica se está desarrollando en el entorno virtual de aprendizaje para promover el aprender a conocer, a hacer, a vivir juntos para llegar a aprender a ser.Alternate : Teaching philosophy during the pandemic was a challenge from a pedagogical perspective, as it required those involved in the educational process to overcome the digital divide. Now, it is crucial, following De Sousa Santos, to look at the lessons the virus taught us in this regard, and that is the primary purpose of this paper. Particularly, we reflect on the role of gamification as a pedagogical tool in the teaching of philosophy at the Universidad de Pamplona in Colombia. Based on our analysis, it is argued that teaching philosophy amid the health crisis caused by the SARS-CoV-2 virus mainly posed a didactic and pedagogical challenge. This challenge, indeed, highlighted the need for interactivity and the instruction of the different philosophy courses in a synchronous format via an online learning platform. Another challenge identified here was incorporating gamification into the teaching practices and evaluation processes in e-learning environments. In conclusion, the Universidad de Pamplona has been implementing synchronous and asynchronous remote activities through its virtual learning environment to encourage learning to know, learning to do, learning to live together, and learning to be.
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BACKGROUND: At the Department of Medical Education, Centre for Innovative Medical Education at Jagiellonian University Medical College, a completely remote OSCE (e-OSCE) was con- ducted for the first time using the Microsoft Teams platform. 255 test takers were tasked with presenting their communication and clinical skills in order to assess clinical reasoning. A i m: Analysis of the assessment of the OSCE adaptation to the requirements of the COVID-19 pandemic at the Department of Medical Educations in the form of the e-OSCE from the students' perspective. M e t h o d s: Discussion of the OSCE modification was carried out among 6th-year medical students and graduates undergoing validation of their foreign medical degrees. In order to assess students' opinions of the e-OSCE, we used questionnaires. The Statistica 12.0 program was used to analyse the results. R e s u l t s: According to 91.57% of respondents, the e-OSCE was well-prepared. 60% of students strongly agree and 29.47% rather agree that the order of the stations was appropriate and clear. A majority of respondents rated the e-OSCE as fair. 66.32% of respondents strongly agree and rather agree that the proportions of communication and clinical skills were appropriate. The vast majority of the participants of the exam (81.05%) had enough time for individual stations. A statistically significant (p <0.0001) correlation was found between the type of classes and preparation for the e-OSCE. For 61.05% of respondents, the Laboratory Training of Clinical Skills course was the best preparation for students taking the e-OSCE. Taking into account the stressfulness of the OSCE, only 15.96% of students found the online form more stressful than the traditional (in-person) exam. C o n c l u s i o n s: The e-OSCE in students' opinions was well-organized. Informing test-takers prior to the e-OSCE about the role of invigilators assessing individual stations should be improved. The e-OSCE has been proven to be suitable for assessing a wide range of material and validating communication and clinical skills in appropriate proportions. The e-OSCE is fair according to examinees' opinion. The study proves that even in a pandemic, it is possible to prepare an online exam without exposing examiners and examinees to the dangers posed by COVID-19.
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COVID-19 , Students, Medical , Humans , COVID-19/epidemiology , Pandemics , Clinical Competence , CommunicationABSTRACT
Background: The coronavirus disease 2019 (COVID-19) pandemic has driven the digitisation in higher education institutions. At the same time, digital higher education teaching faced the challenge of designing teaching in the context of pre-existing resources, digital and didactic skills, and available technical infrastructure. Objective: The aim of the survey was to assess the assessment/evaluation of digital teaching, which has largely or completely replaced face-to-face teaching as a result of the COVID-19 pandemic, from the perspective of lecturers in public health, medicine and nursing. Materials and methods: The cross-sectional survey took place online from June to August 2020 and data were collected via www.soscisurvey. The written survey was conducted among members of the German Society for Public Health (DGPH) and the Digitisation Committee of the Society for Medical Education (GMA) and the Education and Counselling Sections of the German Society for Nursing Science (DGP), and the Teaching Working Group of the German Society for Medical Sociology (DGMS) (n = 100). Results: In terms of the use of digital technologies in the courses, presentation tools ranked first, followed by learning management systems, video content and digital texts. With regard to the use of tools, participants most frequently mentioned various video conference tools). The creation of instructional videos was affirmed by 53% of the respondents;voting tools were mentioned as unknown by over 50%. Digital infrastructure of the universities, lack of didactic advice/support and legal questions (rights of use, data protection) were cited as challenges. Conclusion: New technology is mainly used for knowledge acquisition, knowledge transfer, rarely for activating students and designing collaborative teaching and learning arrangements as well as redesigning learning tasks and learning processes (individualised learning). Which of the currently tested digital teaching and learning formats will be increasingly used in university teaching in the future depends on many factors, including digital competence and the willingness of teachers and students to help develop the digital learning culture. © 2022, The Author(s).
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The success of chemists in the fight against COVID-19 provides us with a unique opportunity for strengthening the position of chemistry in society and suppressing chemophobia which has badly affected the image and development of chemistry over several decades. By highlighting the unique merits of chemistry in controlling infections and healing diseases, we propose developing a communication strategy "Chemists as children of the Sun". The time is ripe for chemists to take control of the story of chemistry. We believe that chemists must help the public to see chemistry in a whole new light. Only a positive perception of chemistry and the chemical profession will secure a sufficient supply of new talents, ideas, and also financial resources for the development of this unique and irreplaceable science for humanity.
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The present paper examines the impact of the COVID 19-pandemic on school exchanges between Germany and France. Furthermore, it investigates teachers' and students' experiences with distance learning during this period. We highlight that the pandemic has generated many excep-tional challenges, especially for vulnerable students. However, the pandemic-induced constraints have also stimulated the development of new didactic approaches, tools and methods. Therefore, we can speak about the new opportunities in the domain of education, and most precisely, for school exchanges. © The Author(s), Adam Mickiewicz University Press, 2022.
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ZusammenfassungHintergrundDie COVID-19(„coronavirus disease 2019")-Pandemie hat die Ad-hoc-Digitalisierung an Hochschulen vorangetrieben. Zugleich stand die digitale Hochschullehre vor der Herausforderung der Ausgestaltung der Lehre im Zusammenhang mit den vorbestehenden Ressourcen, der digitalen und didaktischen Kompetenzen sowie der zur Verfügung stehenden technischen Infrastruktur.Ziel der Arbeit/FragestellungDas Ziel der Umfrage war die Einschätzung der digitalen Lehre, die die Präsenzlehre infolge der COVID-19-Pandemie zum großen Teil bzw. gänzlich ersetzt hat, aus der Perspektive der Lehrenden in Public Health, Medizin und Pflege.Material und MethodeDie Querschnitterhebung fand online von Juni bis August 2020 statt und die Daten wurden über www.soscisurvey.de erhoben. Die schriftliche Befragung wurde unter Mitgliedern der Deutschen Gesellschaft für Public Health (DGPH) und des Ausschusses Digitalisierung der Gesellschaft für medizinische Ausbildung (GMA) und der Sektionen Bildung und Beratung der Deutschen Gesellschaft für Pflegewissenschaft (DGP) sowie der Arbeitsgruppe Lehre der Deutschen Gesellschaft für Medizinische Soziologie (DGMS) durchgeführt (n = 100).ErgebnisseBei der Nutzung der digitalen Technologien in den Veranstaltungen rangieren auf der obersten Stelle Präsentationstools, gefolgt von Lernmanagementsystemen, Videoangeboten sowie digitalen Texten. Die Teilnehmenden geben hinsichtlich der Nutzung unterschiedliche (Konferenz‑)Tools an. Das Erstellen von Lehrvideos bejahen 53 % der Befragten, Abstimmungstools) werden bis > 50 % als unbekannt genannt. Als Herausforderungen werden digitale Infrastruktur der Hochschulen, fehlende didaktische Beratung/Unterstützung sowie rechtliche Fragen (Nutzungsrechte, Datenschutz) angegeben.SchlussfolgerungNeue Technologie werden vorwiegend für Wissenserwerb, Wissensvermittlung genutzt, selten zur Aktivierung von Studierenden und zur Gestaltung kollaborativer Lehr- und Lernarrangements sowie Neugestaltung von Lernaufgaben und Lernprozessen (individualisiertes Lernen). Welche der aktuell erprobten digitalen Lehr- und Lernformate zukünftig in der Hochschullehre zunehmend eingesetzt werden, hängt von vielen Faktoren ab, u. a. von digitaler Kompetenz sowie der Bereitschaft der Lehrenden und Lernenden die digitale Lernkultur mitzugestalten.
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As a result of the quarantine decreed at the beginning of 2020 to contain the Covid-19 pandemic, educational institutions had to turn face-to-face processes to classes mediated by new technologies and virtual tools. To respond to this challenge, a Visual Design group of professors at Universidad de Caldas put forward a pedagogical proposal in the teaching of design that was applied in the Integrating workshop held during the first period of 2020 with the seventh semester students. Transversality is the common denominator of this didactics design, which consisted in integrating most of the semester courses in the same space under a curricular model of the program that allowed nourishing and complementing content among professors and contributed to knowledge in a project comprehensive process under a practical and purposeful methodology. The proposal was consolidated as a laboratory of didactic strategies through the development of ten projects devised by the group of students, implementing Design Thinking, which resulted in an innovative teaching strategy that represents a viable trend for the teaching of design. The conditions of the academic period were conducive to achieving a truly transversal process that yielded, among its results, a better appropriation of the concepts and contents required for the exercise of the discipline by allowing to confront and relate the themes of each course for the resolution of a specific design problem. © 2022 Universidad de Caldas. All rights reserved.
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Considering reviewers' opinions on the paper, presented at EPDE2021, in which the data were not sufficient to compare different cohorts, now we are able to answer if there have been differences in students' assessments, based on some questions of the academic survey on didactics, comparing answers for courses held pre-and-during Covid19 pandemic. In 2020 every educational institution moved their didactics toward an online platform. Every course had to introduce and experiment with new forms of didactics that prevent in-person events, either in lectures or laboratory. Courses of design traditionally require a strict relation between student-instructor and student-student. The need to operate by moving the contact to an online connection creates, at the beginning of the period, a lot of distrust among teachers of such courses. The “Machine Drawing” course is one of these. Briefly recalling how the courses have been revised, with the employment of a communication platform like Teams®, the answers, given by students, are collected and the differences along the time are highlighted. Three academic years have been considered: 2017-2018, 2019-2020, and 2020-2021. A further correlation has been made considering different didactics and the global efficiency of the course in terms of abandonment, number of successes (number of people that pass the exam), and the effects on the grades (marks) obtained. Reflecting on such data, a new consideration has been done on the methodologies that can still continue to be used in the future when the explicit problem of pandemic emergency does will not influence anymore the traditional way of teaching. © Proceedings of the 24th International Conference on Engineering and Product Design Education: Disrupt, Innovate, Regenerate and Transform, E and PDE 2022. All rights reserved.
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This article aims to provide an in-depth description of obstacles faced and strategies implemented by physical education teachers while teaching within the framework of educational communities characterized by social vulnerability in different geographical regions of the country. An exploratory and descriptive methodology based on the focus group technique was used. The results allow recognizing obstacles related to problems of connectivity, access to technology and skills for its use, and also in relation to the infrastructure and materials available in households. Tensions specific to the use of platforms, movement and exposure of bodies within the framework of new didactic strategies were recognized. Psychological discomfort, weight gain and harmful postural changes are some of the reported indicators of student health observed by teachers. Also, high absenteeism was observed, as well as participation in a process of innovation and mutation of the teaching practice that made use of collaborative strategies with teachers of other subjects and the school leadership team, but which demonstrated the secondary role of the subject in the educational community and the challenges associated with its legitimation in times when integral health is an imperative.
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Covid-19 pandemics has been affecting the educational systems and the universities, intervening in the organization of academic work in the undergraduate courses. In the context, Emergency Remote Teaching (ERT) has been adopted by the universities in order to minimize the losses on the teaching-learning process in the period of social isolation. Given that fact, this paper presents results of a research that aimed at analysing the teaching of didactics, in the period of social isolation, problematizing challenges, tensions and possibilities in face of the pedagogical work mediated by digital technology in the context of the pandemics. Regarding methodology, it if an exploratory study of quantitative and qualitative approach. The results indicated absence of effective interaction between students and teaches, caused by the lack of material conditions and by the limited access to quality internet. The students highlighted still the importance of presence teaching to preserve the quality of the teaching-learning process at the university.
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This introductory chapter presents an overview of all contributions that summarize a decade of scientific research around science education at Cadi Ayyad University (UCA). Several practical cases have been presented and discussed in real situations in our classes, and the results have been taken into consideration. All studies have been quantified with data and reflect various issues that Moroccan universities were facing, as well as massification, digital transformation, COVID-19 pandemic, development of AI, traditional and active learning and teaching, new tools for assessment, introduction of educational technology in teaching and development of ICT in classes and technological progress, among others. These scientific contributions are a field of pedagogical innovation in which PhD students at UCA are conducting research. This work aims to inspire educators, PhD students and all stakeholders with the models we developed at the university, putting various research ideas together to promote the quality of higher education. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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REASON FOR REVIEW: A recent shift towards use of telehealth and remote learning has significant implications on resident and fellow education in urology. Implementation of multi-institutional online didactic programs, spurred on by the COVID epidemic, has changed the traditional resident teaching paradigm from individual institutional silos of knowledge and expertise to a shared nationwide database of learning. RECENT FINDINGS: In this article, we explore the current trend towards virtual education and its progress to date, lessons learned on the optimization of this teaching modality, and future direction and sustainability of collaborated, standardized and accessible didactic education in urology. Multi-institutional collaborative remote video didactics has emerged as a critical part of resident education. These lectures have been overwhelmingly successful and have persisted beyond the pandemic to become a part of the urologic training curricula. This collaborative and standardized approach to resident education provides access to national and international experts, encourages cross-institutional collaboration and discussion, and builds a repository of lectures with easy access for learners. Utilization of this teaching modality will continue to be impactful in urologic training and will require ongoing efforts and input from both collaborating intuitions and professional societies to continue to improve on and engage in this important learning tool.
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COVID-19 , Education, Distance , Interdisciplinary Placement , Urology , Humans , SARS-CoV-2 , Urology/educationABSTRACT
The COVID-19 pandemic put teachers and students in virtual classrooms, necessitating the Lesson Study to be adapted to such a new context. In this paper, we investigate how the roles of teachers, observers, and students are changing, considering the use of Information and Communication Technology (ICT) as the only medium of communication. The research methodology is based on the Documental Approach to Didactics, including Instrumental Genesis. It is a qualitative internal case study. The data was collected through video analysis. The Lesson Study (LS) methods were based on a cyclic model (co-planning, teaching, observation, debriefing, and revision), adapted to Distance Learning (DL). The topic is about Statistics, starting from the COVID-19 diffused data. The experimental work allowed us to observe the inter-connections between LS and DL. We deduced that ICT could be considered as a resource for the documental genesis, which generates processes aimed at social knowledge mediated by the teacher. We supposed that the observing phase was less invasive than during virtual experimentation. Nevertheless, the observers had difficulties understanding some students' and teachers' emotional aspects and analyzing the group activities. The technological resources were an added value for the LS. We present an LS methodology, entirely carried out through DL. The main value consists of showing both affordability and constraints of the DL with respect to the LS and vice versa. Copyright © 2022 Capone, Adesso and Fiore.
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Covid-19 has caused Physical Education (PE) teachers to have to make adaptations in their classes to guarantee their health and that of their students. Therefore, the aim of the study was to know the PE teachers' perception of the changes caused by Covid-19 in the in-person PE teaching. A total of 10 PE teachers (Mage = 34.7;SD = 7.56) of Primary and Secondary Education from Aragon participated. Through 10 individual and semi-structured interviews, a reflective deductive thematic analysis was carried out. The emerging themes were: 1) context and regulations of the school, as well as aspects related to 2) teaching programme, 3) methodology, and 4) evaluation. Among the contextual and regulatory measures of the school, the modifications related to the contingency plans stand out, which affected the use of the indoor facilities and the use and disinfection of the materials. Substantial changes in teaching programmes or activities also stand out, prevailing those related to the individual and self-constructed use of materials, with a safety distance, without physical contact, and in the outdoor. Changes are also observed in teaching styles, prioritizing those that are more reproductive or authoritarians. Likewise, the teachers show acoustic problems when making the explanations. Finally, the teachers state that their way of evaluating has not changed. Based on the modifications identified, some ideas and solutions are provided, based on scientific evidence, that can help to deliver a quality PE during Covid-19. Alternate : La Covid-19 ha provocado que el profesorado de Educación Física (EF), haya tenido que realizar adaptaciones en sus clases para garantizar su salud y la del alumnado. Por ello, el objetivo del estudio fue conocer la percepción del profesorado de EF sobre los cambios provocados por la Covid-19 en la enseñanza presencial de la EF. Participaron 10 docentes (Medad = 34.7;DT = 7.56) de EF de Educación Primaria y Secundaria de Aragón. Mediante 10 entrevistas individuales y semiestructuradas, se realizó un análisis temático reflexivo deductivo. Los temas identificados fueron: 1) contexto y normativa del centro, así como aspectos relacionados con la 2) programación, 3) metodología y 4) evaluación. Entre las medidas contextuales y de normativa del centro destacan las modificaciones vinculadas a los planes de contingencia, los cuales afectaron al uso de las instalaciones interiores y al uso y desinfección de los materiales. Destacan también cambios sustanciales en las programaciones o en las actividades, prevaleciendo aquellas relacionadas con el uso individual y autoconstruido del material, con distancia de seguridad, sin contacto físico y al aire libre. También, se observan cambios en los estilos de enseñanza, primando aquellos más reproductivos o autoritarios. Igualmente, los docentes manifiestan problemas acústicos a la hora de realizar las explicaciones. Por último, el profesorado afirma que no ha cambiado su forma de evaluar. En base a las modificaciones identificadas, se aportan algunas ideas y soluciones, basadas en evidencias científicas, las cuales pueden ayudar a impartir una EF de calidad durante la Covid-19.Alternate :A Covid-19 fez com que os professores de Educação Física (EF) tivessem que fazer adaptações em suas aulas para garantir sua saúde e a dos alunos. Portanto, o objetivo do estudo foi conhecer a percepção de professores de EF sobre as mudanças causadas pela Covid-19 no ensino presencial de EF. 10 professores de Educação Física (Mage = 34,7;SD = 7,56) participaram do Ensino Fundamental e Médio em Aragão. Por meio de 10 entrevistas individuais e semiestruturadas, foi realizada uma análise temática reflexivo-dedutiva. Os temas identificados foram: 1) contexto e regulamentação do centro, bem como aspectos relacionados a 2) programação, 3) metodologia e 4) avaliação. Entre as medidas contextuais e regulamentares do centro destacam-se as alterações relacionadas com os planos de contingência, que afetaram a utilização das insta ações interiores e a utilização e desinfeção dos materiais. Destacam-se também mudanças substanciais na programação ou atividades, prevalecendo as relacionadas ao uso individual e autoconstruído do material, com distância de segurança, sem contato físico e ao ar livre. Além disso, observam-se mudanças nos estilos de ensino, priorizando aqueles mais reprodutivos ou autoritários. Da mesma forma, os professores manifestam problemas acústicos ao fazer as explicações. Por fim, os professores afirmam que sua forma de avaliar não mudou. Com base nas modificações identificadas, são fornecidas algumas ideias e soluções, baseadas em evidências científicas, que podem ajudar a fornecer EF de qualidade durante a Covid-19.
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The inclusion of ICT in teaching and educational processes has become an irreversible fact. The degree of use of computers, Internet and software depends on many macro- and micro-social factors. Among the key factors related to the effective use of ICT in schools, the attitude to new media among educators, parents, students and management should be singled out. A group that requires special consideration is also the new teaching staff - students of teacher education courses. This is the future generation of teachers, the vast majority of whom grew up in the phase of intensive development of the information society. This text is an attempt to answer what attitudes to the use of ICT in education do the students of pedagogy have? Based on the analysis of qualitative data (students' statements) conducted in Poland in January 2022, it was noted that: 1) The use of ICTs at the current stage of development of the information society is a natural necessity;2) The use of ICTs is something obvious for pupils and students also in the area of learning;3) Teachers should use ICTs due to the increase of motivation and involvement;4) ICTs have become a complement to analogue teaching means;5) New media bring new opportunities in teaching and educational activities;6) Teachers who use ICT regularly and effectively are considered more modern than those who use only analogue means of teaching;7) ICT (e-learning) has become a necessity in modern schools, which was especially noticed during the COVID pandemic. © 2022 IEEE Computer Society. All rights reserved.