Home schooling, remote teaching and digital Bildungin societal crisis

Krumsvik, RuneJohan

doi:10.18261/issn.1891-943x-2020-02-01

Cited by 18 publications

(15 citation statements)

References 58 publications

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“…For the post-ERT phase, i.e., the phase of consolidated distance learning, respectively, the return to face-to-face learning in view of the possible resumption of distance learning, a broader analysis of the conduct of mathematics education in Germany and Spain is currently missing. Since research on educational experiences in dealing with pandemic situations is urgently needed [37], we pose the following research questions. RQ 1: How were mathematics lessons conducted during ERT?…”

Section: Research Questionmentioning

confidence: 99%

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

et al. 2021

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In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N1 = 171 German teachers; N2 = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic.

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Section: Research Questionmentioning

confidence: 99%

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

et al. 2021

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“…Across the world, millions of students have experienced the disruption of their normal routines for learning and physical activity (PA). As Krumsvik ( 2020 ) noted, it is important for educational researchers to investigate different aspects of the educational consequences of the COVID-19 crisis, in order to avoid the domination of anecdotal evidence about how the shutdown has impacted students' lives. This is particularly important as the World Health Organization (WHO, 2020 ) has predicted more global pandemics in the future.…”

Section: Students' Physical Activity During Digital Homeschoolingmentioning

confidence: 99%

“…In this article, we report on how school shutdown has affected the PA of students in Grades 1–10 across Norway. Teachers throughout the country were asked to perform their teaching from home, through digital devices and remote teaching (Krumsvik, 2020 ). As in other countries, Norwegian teachers and school leaders were not prepared to go digital overnight, despite good technological infrastructure (Blikstad-Balas and Klette, 2020 ).…”

Section: Students' Physical Activity During Digital Homeschoolingmentioning

confidence: 99%

The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity

Roe

Blikstad‐Balas

Dalland³

2021

Front. Sports Act. Living

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The COVID-19 pandemic forced an unprecedented global shutdown that closed schools for months. In many nations, schools were closed to students, and teachers directed educational activities remotely via digital devices or homeschooling resources. This article explores how these months of homeschooling have affected the physical activity of Norwegian students in Grades 1–10. All Norwegian students are supposed to have at least 60 min of physical activity every day in school. We draw on data from two surveys, one with parents (N = 4,624) and the other with teachers (N = 726), to provide an indication of the daily physical activity students engaged in during the period of homeschooling. An important finding from the teacher survey is that the degree to which schools prioritized physical education among the school subjects varied greatly between schools and teachers. Key findings from the parent survey were that reported time spent on physical activity increased with the age of the students, that many parents expressed concerns about increased sedentary behavior, and that the most active students were those who showed the greatest engagement and effort in schoolwork in general. Our findings raise the questions of whether students were given too much responsibility for their own physical activity during this period and whether teachers should provide their students with more digital workout sessions and instructional videos.

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“…Here, PDC is understood as being twofold, with teachers continuously developing their digital competence and that of their pupils. The framework was developed as a guideline to be used in teacher education (Kelentrić et al, 2017) and is now rooted in all national plans and academic regulations for teacher education in Norway (Krumsvik, 2020). However, little is known about the integration of TDC at the formal curricula level (Goodlad et al, 1979) in teacher education.…”

Section: Teachers' Digital Competence and Professional Digital Competencementioning

confidence: 99%

Digital Competence in Teacher Education Curricula

Nagel

2021

NJCIE

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This qualitative study aims to contribute to the discourse on teacher educators’ knowledge by examining the impact of digitalisation. To explore how digital competence is addressed in local curricula and what is expected of teacher educators (TEDs) in terms of preparing student teachers for epistemic changes, I thematically analysed the programme descriptions, course descriptions, and plans for school practicum from six Norwegian teacher education institutions. The findings show that TEDs are expected to focus on the (pedagogical) use of digital tools. However, they are also supposed to teach student teachers how to foster pupils’ digital skills and digital responsibility while addressing digitalisation’s influences on society and culture, subjects’ contents, and educational practices. The findings imply that TEDs need an understanding of digitalisation’s implications for epistemic practices to foster student teachers’ digital competence and transformative digital agency.

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Home schooling, remote teaching and digital Bildungin societal crisis

Cited by 18 publications

References 58 publications

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain

The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity

Digital Competence in Teacher Education Curricula

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