Digital Media: Friend or Foe? Preschool Teachers’ Experiences on Learning and Teaching Online

Miulescu, Miruna Luana

doi:10.26755/revped/2020.2/203

Cited by 9 publications

(7 citation statements)

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“…al., 2021;Kruszewska, Nazaruk & Szewczyk, 2020). Teachers also identified several opportunities that also agree with the existing literature, concerning the maintenance of contact with their students during the pandemic (Dayal & Tiko, 2021;Miulescu, 2020), as well as the gaining of technological knowledge and the familiarization of alternate means of education (Shamir-Inbal & Blau, 2021), the personal and professional growth of the teachers, and the improvement of their collaboration with the parents (Trust & Whalen, 2021).…”

Section: Discussionsupporting

confidence: 77%

Preschool Educators’ Opinions and Practices During the Implementation of Emergency Remote Teaching Due to the Pandemic of Covid-19

Markaki¹,

Kostas²

2022

EJOE

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One of the consequences of the pandemic of Covid-19 was the closure of schools, forcing the implementation of education online. The present research project focuses on Greek preschool education and aims to analyze the actions, practices, and opinions of preschool education teachers during the Emergency Remote Teaching (ERT) in the school years 2019-2021. Moreover, the present study aims to compare the consecutive school closures and highlight their similarities and differences concerning the implementation of the ERT in Greek preschool education. The research project is taking into consideration multiple variables of the preschool teachers’ experience, such as the educational practices, partnership with parents, received support, perceived pros, and cons, suggestions for improvement of the ERT, as well as the attitudes and opinions on ERT and how it affected traditional teaching and the potential future complementary use of distance learning in kindergarten. The research was conducted with qualitative means. Article visualizations:<img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" />

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Section: Discussionsupporting

confidence: 77%

Preschool Educators’ Opinions and Practices During the Implementation of Emergency Remote Teaching Due to the Pandemic of Covid-19

Markaki¹,

Kostas²

2022

EJOE

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“…The delivery of remote teaching and learning most often includes both synchronous and asynchronous aspects of learning (Mladenova et al, 2020;Moorhouse & Beaumont, 2020;Ross & DiSalvo, 2020;Schwartz, 2020;Yi & Yang, 2020). Sometimes mandated by individual schoolboards, the form of delivery varies accordingly, however, it is also dependent on the teachers' capacity to deliver either synchronous or asynchronous programming (Miruna, 2020). In synchronous delivery, teachers and students meet in real time.…”

Section: Setting the Context: Implementation Of Remote Teaching And Learningmentioning

confidence: 99%

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

Timmons

Cooper

Bozek

et al. 2021

Early Childhood Educ J

120

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Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has becoming increasingly clear that physical distancing will need to be prolonged in the 2020/2021 school year and possibly resumed in the future. In response, education ministries shifted teaching and learning online. Research is urgently needed to mitigate the effects of COVID-19 on teaching and learning, particularly in the foundational early primary years. This research directly responds to this concern by examining the unique challenges associated with remote teaching and learning in early primary contexts. Given that learning in kindergarten and early primary grades is largely play-and inquiry-based, there is a particular need to investigate the impacts of this move for teachers, parents, and children in K-2. As such, the purpose of this research is twofold: (1) to capture the unique challenges and unanticipated successes associated with remote teaching and learning, and (2) to utilize findings to provide recommendations for remote learning as well as strategies for supporting in-person learning in the COVID-19 era (and post COVID-19 era). Data collection included 45-min semi-structured interviews with K-2 teachers (n = 25) and parents (n =11). All participants were from Ontario Canada. Data were collected from April-June 2020. The sample size was chosen to ensure saturation while uncovering a variety of perspectives. Data were analyzed in NVivo using an emergent thematic approach (Patton, 2016). The emergent thematic approach to analysis revealed five themes: equity considerations, synchronous versus asynchronous teaching and learning, social and emotional effects on students, academic impacts, and effects on parents/families.

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“…Differentiation between items could also be analyzed using this method. A likelihood function was established between item level and correlation [4]. Qin et al pointed out that a diagnostic assessment of a person's cognitive processes, processing skills, and knowledge structure was often referred to as cognitive diagnosis or cognitive diagnostic assessment.…”

Section: Literature Reviewmentioning

confidence: 99%

On the Intelligent Computing Model of Diagnosis Teaching in Preschool Education in Colleges and Universities under the Background of Big Data

Ding¹

2022

Computational Intelligence and Neuroscience

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In order to infer the cognitive state of students and provide teachers with the potential learning state of students, a diagnostic teaching model for preschool education in colleges and universities under the background of big data is proposed. By increasing students’ programming ability and modeling students’ theoretical and practical abilities at the same time, the cognitive diagnosis is introduced into the field of computer teaching, so as to make it applicable to computer classrooms and provide students’ cognitive information needed for teaching. The experimental results show that the advantages of the CDF-CSE approach gradually emerge as the training data become sparse (the proportion of training data decreases from 80% to 20%). In the combined questions of the three datasets, when the training set is 20% and MAE is used as the criterion, the CDF-CSE model improves by 47.8%, 65.8%, and 49.8%, respectively, compared with the other methods that perform best on the training set. When the number of questions is small, the CDF-CSE model improves by 37.8%, 42.5%, and 27.7% on RMSE on three datasets, respectively, compared with the best-performing other methods. When there are more questions, it has 32.3%, 36.5%, and 45.6% improvement, respectively. It is concluded that this model can accurately predict students’ performance in computer courses and provide detailed and rich cognitive reports.

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Digital Media: Friend or Foe? Preschool Teachers’ Experiences on Learning and Teaching Online

Cited by 9 publications

References 0 publications

Preschool Educators’ Opinions and Practices During the Implementation of Emergency Remote Teaching Due to the Pandemic of Covid-19

Preschool Educators’ Opinions and Practices During the Implementation of Emergency Remote Teaching Due to the Pandemic of Covid-19

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

On the Intelligent Computing Model of Diagnosis Teaching in Preschool Education in Colleges and Universities under the Background of Big Data

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