Learning for all? Second-level education in Ireland during COVID-19

Lehane

Technology, Pedagogy and Education

2021

The use of digital technology to support teaching and learning in schools has been rising for years, but in March 2020, it became the only option when the Covid-19 pandemic resulted in the closure of almost all educational institutions worldwide. This article reports on a survey of secondary school leaders (n = 72) in Ireland, conducted three months after the closures. Leaders' beliefs about technology, digital practices before the pandemic and responses to the emergency are considered. The findings suggest that leaders are positively disposed towards technology, and that, prior to the crisis, approaches to digital learning were aligned with some best practice recommendations. Although schools endeavoured to continue provision during the closures, challenges were reported, particularly in rural schools and those serving disadvantaged cohorts. Leaders perceived teachers' 'digital competence' as an area in need of development, and noted that the pandemic may have provided an impetus for this.

Section: Emergency Remote Teaching During the Covid-19 Pandemicmentioning

confidence: 98%

‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools

Lehane

Technology, Pedagogy and Education

2021

“…However, other infrastructural issues became more salient (such as internal school network reliability, ICT equipment quality, the availability and accessibility of online resources, capacity to meet the requirements of the reformed junior cycle and technical support). Recent research in the context of COVID-19 has further highlighted the challenges for schools, and families, in having the appropriate technological resources (devices and high-quality broadband) to support learning (Mohan et al, 2020). Further, given that some of our case study schools were located in temporary (often unsuitable) accommodation, it was perhaps not surprising to find that the quality of the WiFi severely hampered the integration of technology in teaching and learning.…”

Section: Figure 58 How Should Your Personal Smart Phones and Tabletsmentioning

confidence: 97%

“…At senior cycle, new programmes and courses are being developed and implemented into the curriculum to help support subject choice, and a wider range of assessment methods/components are also being introduced. In addition, since these data were collected (in late 2019), the COVID-19 pandemic has raised wide-ranging additional challenges for schools, students and families (Mohan et al, 2020).…”

Section: Implications For Educate Togethermentioning

confidence: 99%

Examining the experiences of students, teachers and leaders at Educate Together second-level schools

McCoy¹,

Mihut²

2020

Self Cite

The mission of the Economic and Social Research Institute is to advance evidencebased policymaking that supports economic sustainability and social progress in Ireland. ESRI researchers apply the highest standards of academic excellence to challenges facing policymakers, focusing on 12 areas of critical importance to 21st Century Ireland. The Institute was founded in 1960 by a group of senior civil servants led by Dr T.K. Whitaker, who identified the need for independent and in-depth research analysis to provide a robust evidence base for policymaking in Ireland. Since then, the Institute has remained committed to independent research and its work is free of any expressed ideology or political position. The Institute publishes all research reaching the appropriate academic standard, irrespective of its findings or who funds the research. The quality of its research output is guaranteed by a rigorous peer review process. ESRI researchers are experts in their fields and are committed to producing work that meets the highest academic standards and practices. The work of the Institute is disseminated widely in books, journal articles and reports. ESRI publications are available to download, free of charge, from its website. Additionally, ESRI staff communicate research findings at regular conferences and seminars. The ESRI is a company limited by guarantee, answerable to its members and governed by a Council, comprising 14 members who represent a cross-section of ESRI members from academia, civil services, state agencies, businesses and civil society. The Institute receives an annual grant-in-aid from the Department of Public Expenditure and Reform to support the scientific and public interest elements of the Institute's activities; the grant accounted for an average of 30 per cent of the Institute's income over the lifetime of the last Research Strategy. The remaining funding comes from research programmes supported by government departments and agencies, public bodies and competitive research programmes.

“…Each school is in a unique context with diverse economic and social-emotional needs. Thus, what is likely to be helpful are national centralised guidelines and funds that allow sufficient flexibility and autonomy for local authorities and schools to interpret, adapt and implement them in a way that is appropriate for their local contexts (Mohan et al, 2020).…”

Section: Practical Implicationsmentioning

confidence: 99%

“…The availability of technology to engage in online learning is also likely to have consequences for pupil learning, with some pupils effectively experiencing digital exclusion (Mohan et al, 2020). According to a survey of primary and secondary school parents in England, only 25% of primary school pupils and 62% of secondary pupils had exclusive access to a computer for their school work, with 10-12% of pupils having access to no device PUPIL LEARNING AND WELLBEING at all (Andrew et al, 2020).…”

mentioning

confidence: 99%

'I think it's been difficult for the ones that haven't got as many resources in their homes': Teacher concerns about the impact of COVID-19 on pupil learning and wellbeing

Kim¹,

Dundas²,

Asbury³

2020

Preprint

School closures due to COVID-19 have been predicted to have a large impact on pupils’ learning and wellbeing. Systematic evidence about teachers’ perceptions of what challenges their pupils have faced, and how they have been addressing these challenges, will be important for post-pandemic planning. We interviewed 24 teachers from English state mainstream primary and secondary schools in June 2020 and asked them to describe the impact of partial school closures on their pupils’ learning and wellbeing, and how they had been addressing challenges as individual teachers and at the whole school level. Data were analysed using reflexive thematic analysis. Six themes were identified: (a) pedagogy and process, (b) communication with pupils and families, (c) life at home, (d) the role of parents, (e) a COVID-19 curriculum, and (f) moving forwards and making plans. Teachers reported difficulties in navigating the new form of education and finding the most effective way to teach and engage with the pupils. Pupils’ lack of routine and their home environment were seen as influencing their learning and wellbeing. Parents’ differing levels of involvement raised concerns about inequality. We discuss the practical implications of how to support pupils’ learning and wellbeing both during and after COVID-19.