Examining first-grade teachers’ experiences and approaches regarding the impact of the COVID-19 pandemic on teaching and learning

Distance education and the social literacy of elementary school students during the Covid-19 pandemic

“…Consequently, teachers could not use strategies based on face-to-face interaction between students, such as cooperative learning, and peer interactions that support the development of the social literacy skills ( Coakley, 2019 ; Teo & Divakar, 2021 ; Wang et al, 2018 ) because the lack of physical contact limited students’ interaction, making them less able to handle various social scenarios. In addition, they were not interacting with new people ( Grose, 2020 ; Hebebci et al, 2020 ; Hurst et al, 2013 ; Petersen, 2020 ; Petersen, 2021 ; Uzun et al, 2021 ; Yang et al, 2021 ). Thus, distance education, given its nature of zero physical interaction, has had a negative impact on social literacy skills, especially for elementary school students ( Berker, 2021 ).…”

Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

“…To explore the challenges faced by women educationists in making themselves comfortable with the work-life balance with emerging challenges, such as new technology-based innovative teaching methods and various learning software, apps, platforms, etc. (Uzun et al, 2021) 2021…”

“…This situation required teachers to spend a lot of time finding formats that would allow them to deliver the material more effectively and support children's wellbeing. The root of this problem lies in the fact that teachers also felt uncomfortable with the curriculum being implemented online just as it was during normal (pre-pandemic) face-to-face education (Uzun et al, 2021). This situation taught us distance teaching/learning requires extensive planning (Marek et al, 2021).…”

“…This situation has made educators anxious as they need to cater to various students' needs, while making sure all students have their own study room (Auger & Formentin, 2021). As reported by Abid et al (2021), students from underprivileged areas were adversely affected when emergency eLearning was implemented (Petrakova et al, 2021;Uzun et al, 2021). Students had a problem with online lessons because they were frequently sidetracked by other things, such as social media.…”

“…Some had a computer in the living room with the TV on, or they had siblings or someone else in the house. When siblings' classes overlap, two or more children may be present at home, but only have one tablet computer (Uzun et al, 2021). According to Zapata-Garibay et al (2021), 40.8% of students had to share their tablet with other siblings.…”