Analysis of Emergency Remote Teaching in Formal Education: Crosschecking Three Contemporary Techno-Pedagogical Frameworks
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| Title: | Analysis of Emergency Remote Teaching in Formal Education: Crosschecking Three Contemporary Techno-Pedagogical Frameworks |
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| Language: | English |
| Authors: | Kasperski, Ronen, Porat, Erez, Blau, Ina |
| Source: | Research in Learning Technology. 2023 31. |
| Availability: | Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Elementary Secondary Education, COVID-19, Pandemics, Distance Education, Electronic Learning, Emergency Programs, Technology Uses in Education, Educational Technology, Blended Learning, Educational Methods, Responses, Educational Strategies, Educational Change, Technological Literacy, Adjustment (to Environment), Best Practices, Faculty Development |
| Geographic Terms: | Israel |
| ISSN: | 2156-7069 2156-7077 |
| Abstract: | During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers' reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers' professional development necessary for effective remote teaching in both emergency and routine times. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1398397 |
| Database: | ERIC |
| Abstract: | During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers' reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers' professional development necessary for effective remote teaching in both emergency and routine times. |
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| ISSN: | 2156-7069 2156-7077 |
