Use of Mobile Phones in Classrooms and Digitalisation of Educational Centres in Barcelona

In the wake of the COVID-19 pandemic, multiple educational contexts experienced a sudden and accelerated digital transformation. However, this is not a new phenomenon. For years, public and private initiatives have been designed and tested in Spain. In this regard, the role and use of cell phones in the classroom has been a key and, at the same time, controversial aspect. In Barcelona (Catalonia), for example, recent educational policies have promoted the pedagogical use of cell phones. Within this framework, this article analyses whether these initiatives to promote the use of mobile phones are effectively transferred and implemented in the classroom. Using qualitative research, based on co-design, case studies and content analysis, we examined the reality of three educational centres in Barcelona. In these three contexts, field observations, interviews with management teams and ICT coordinators, and discussion groups with teachers were conducted. The information generated was grouped into five main categories of analysis. As a result, it was observed that the mobile phone has been losing prominence in the classroom. Schools tend to prohibit the use of cell phones and prefer computers to give priority to the control of technological tools in order to use the Internet safely. Mobile phones, in this sense, are only used at certain times when there is a pedagogical objective, although there is still a need for more pedagogical and digital training for teachers. © 2022 by the authors.

The Effect of Teachers' Cognitive Flexibility on Attitudes towards Compulsory Distance Education during the COVID-19 Pandemic

The period when education services were tried to be provided remotely due to the COVID-19 epidemic enabled teachers to be intertwined with technology-supported teaching platforms. The acquisition of the technology required to use the platform, adaptation of the existing teaching strategies, methods, and techniques to the platform, and the need to stay in touch with all stakeholders related to education in this process have led to new experiences for teachers and many challenging situations. During this process, it was predicted that teachers frequently use their cognitive flexibility, which enables them to think about different solutions and make functional changes for different or problematic situations. The research is a survey study. Data were collected from teachers with the Cognitive Flexibility Inventory and the Attitude Scale towards Compulsory Distance Education. Their validity and reliability were retested within this research's scope. The results of this study, in which the data were analyzed with descriptive statistics, show that the cognitive flexibility of the teachers participating in the research was high during the epidemic period. They had attitudes that could not be evaluated positively or negatively regarding compulsory distance education. Although there is a relationship between teachers' cognitive flexibility levels and their attitudes towards compulsory distance education, it is low. The cognitive flexibility of teachers can predict a very small part of their attitudes towards compulsory distance education. The findings obtained from the research are discussed with other research results.

Precarity and the pandemic: an inquiry into the impact of Covid19 on the working lives of non-permanent educators in post-compulsory education in Ireland

The paper analyses how educators employed on non-permanent contracts in the non-compulsory education sector in Ireland have fared during the Covid 19 pandemic. These employees were starting from a low base in relation to the terms and conditions of their employment when their places of work dramatically pivoted online in March 2020. We argue the impacts of the pandemic were disproportionate, with people reporting such things as increased workloads, exclusion from HR update communications and little supports in creating workspaces in their homes. In this sense, we foreground how participants’ places of work often assumed that all employees, precarious and permanent, had the same level of access to resources.Furthermore, given the gendered nature of caring responsibilities and the high proportion of women respondents in the research, we highlight the extent to which the pandemic increased caring responsibilities and impacted on female participants’ capacity to work. Overall, we demonstrate how the Covid 19 pandemic hasn’t, in itself, created unsatisfactory working conditions, rather, it has both exposed and accentuated existing shortfalls and further proved, if such proof was needed, that short-term actions compound the many problems with precarity in post-compulsory education work.

Expenditure Responsibility Assignment and High-Quality Equity of Compulsory Education—Empirical Analysis Based on OECD Countries

Education for sustainable development poses high challenges to governments and public finance. Compared with OECD countries, China’s local governments bear too much expenditure responsibilities with respect to compulsory education, which theoretically affects the high-quality equity of compulsory education. Through empirical analysis using cross-country data with the panel spatial model, it is found that the proportion of central government expenditure and the government’s educational effort both have a steady and negative impact on the regional variable coefficient of compulsory education completion rate. Unitary or federal regime does not have a significant impact on the result. This paper suggests establishing a sharing financing system among all levels of government. According to the minimum standard guarantee principle of basic public services, the central government, which has the strongest fiscal capacity, should establish the national standard and take the responsibility on coordinating and balancing education service among regions and promoting the inter-regional equity. Local governments are encouraged to provide education services above national standard in accordance with their fiscal capacities.

Chinese Adolescents' Struggle in Online Compulsory Education during the COVID-19 Pandemic: A Foucauldian Perspective.

To tackle the debate surrounding the tension between knowledge and power in online education for adolescents and between freedom and control at large, this study examines how disciplinary power was exercised and resisted in a Chinese setting of online compulsory education during the COVID-19 outbreak in 2020. Overall, 60 participants, including students (from Grade 7 to 12), their parents, and teachers joined in our focus groups or individual interviews in a secondary school in Xi'an, China. By following Foucault's concepts of three techniques of disciplinary power: hierarchical observation, normalizing judgement and examination, we identified four themes based on the data: (1) diminished discipline with the dissolving boundary, (2) reconfigured disciplinary power by teachers, (3) self-discipline as a vital skill, and (4) online compulsory education as a future trend. Interpretations from the Foucauldian perspective were presented, suggesting that most adolescents depend upon more external disciplines from schools and teachers, while only a few may achieve autonomy through self-discipline.

The Impact of Telephone-Based Cognitive Behavioral Therapy on Mental Health Distress and Disordered Eating Among Bariatric Surgery Patients During COVID-19: Preliminary Results from a Multisite Randomized Controlled Trial.

BACKGROUND: Patients undergoing bariatric surgery have high rates of psychiatric comorbidity, which may increase their vulnerability to COVID-19-related mental health distress. Exacerbation of mental health distress and disordered eating could have significant negative effects on long-term weight management and quality of life for these patients if untreated. OBJECTIVE: To determine the efficacy of a telephone-based cognitive behavioral therapy (Tele-CBT) intervention in improving depressive, anxiety, and disordered eating symptoms during COVID-19. METHODS: Participants were recruited as part of a larger randomized controlled trial study (clinicaltrials.gov ID: NCT03315247) between March 2020 and March 2021 and randomized 1:1 to receive Tele-CBT or standard bariatric care. Outcomes of Generalized Anxiety Disorder-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), Emotional Eating Scale (EES), and Binge Eating Scale (BES) were measured at baseline, immediately post-intervention, and 3 months post-intervention. Linear mixed models were used to test the effect of intervention group, time, and group-by-time interaction for each outcome. RESULTS: Eighty-one patients were included in the intention-to-treat analysis. Mean (SD) age of participants was 47.68 (9.36) years and 80.2% were female. There were significant group-by-time interactions for all outcomes and significant differences between groups across time. There were significant decreases in mean GAD-7 (p = 0.001), PHQ-9 (p < 0.001), EES-Total (p = 0.001), EES-Anger (p = 0.003), EES-Anxiety (p < 0.001), EES-Depression (p < 0.001), and BES (p = 0.002) scores for the Tele-CBT group at post-intervention and follow-up when compared to baseline and the control group. CONCLUSION: Tele-CBT is a feasible and effective treatment for improving psychological distress and disordered eating among post-operative bariatric surgery patients during the COVID-19 pandemic.