Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

Brown, Jonathan R.; McLennan, Carrie; Mercieca, Daniela; Mercieca, Duncan P.; Robertson, D. M.; Valentine, E.

doi:10.3390/educsci11030136

Cited by 20 publications

(20 citation statements)

References 21 publications

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“… Greenhow et al (2021) highlight a contradiction: while calling it ‘unsurprising’ that teachers in the United Kingdom needed more training in digital pedagogy due to the rapid shift to remote learning, ‘in response to the overnight switch to remote teaching, teachers rapidly developed skills and adapted pedagogies’ (p.13). Several studies show that remote teaching was often difficult and stressful during the closure of school due to the pandemic ( McLennan et al, 2020 ; Brown et al, 2021 ; Ferguson et al, 2021 ), “leading a heavy burden on teachers, who sometimes lack the social-emotional competencies to cope with such circumstances” ( van der Spoel et al, 2020 , p. 624; see also Hadar et al, 2020 ). In Cooper Gibson’s study (2020) with senior education leaders, key challenges included: school/teacher capacity to carry out tasks, available digital resources and skills to use them, leadership and accountability, online meetings and methods of communication.…”

Section: Thematic Analysis and Discussionmentioning

confidence: 99%

“…This paper reports on one of these groups. Other papers have so far been published on Head Teachers’ understanding of care and how this informed their actions during the closure of schools ( Ferguson et al, 2021 ), the reciprocal caring relationships between teachers, children and parents in those first weeks of school closure ( McLennan et al, 2020 ), and teachers’ responses to the increased need to engage with digital technology during the first lockdown ( Brown et al, 2021 ). We see the results emerging from each paper as complementing each other, while each one has its unique stance on the data.…”

Section: Methodsmentioning

confidence: 99%

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Teaching and Learning in COVID-19 Lockdown in Scotland: Teachers’ Engaged Pedagogy

et al. 2021

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This paper reports on a study of teachers’ perceptions of teaching and learning in Scotland during the COVID-19 pandemic through the lens of engaged pedagogy and the ideas of bell hooks. It aimed to explore the different ways that teachers experienced teaching and learning during this time and the impact this may have had on teacher identity. Sixty teachers and head teachers were interviewed using MS Teams in the period April-June, 2020. For this paper, 18 transcripts were analyzed by members of the research team. Four key themes emerged from the interview data: Working from home, parental engagement, teacher identity, and changes in pedagogy. Each of these themes were discussed in terms of concepts such as engaged pedagogy, agency, self-actualization, recognition and boundary transgression situated in the work of bell hooks. The idea of boundaries wove itself throughout our data as teachers expressed how the transgression of boundaries was occurring in multiple, and often contradictory, ways in pedagogical, professional, institutional and personal spaces and systems. We see in our data evidence of a shift in practice not just in the way teachers are ‘doing’ education but also, perhaps, in the way that teachers are ‘being’ as educators as they adapt to different ways of knowing. This study provides a unique exploration of a time and space in Scotland during 2020. However, the themes and understandings that emerged are of relevance to educators internationally. Schools across the world were impacted by various lockdowns imposed by the Covid-19 pandemic and teachers faced a common set of challenges that were resolved via re-negotiation and recognition of individual and collective agency to create new pedagogies.

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Section: Thematic Analysis and Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Teaching and Learning in COVID-19 Lockdown in Scotland: Teachers’ Engaged Pedagogy

et al. 2021

Self Cite

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“…With everything being accessible online and young students requiring parental assistance to access work, parents now have opportunity to see teachers in action. As a result, teachers felt as though their work was being "scrutinized" by parents (Brown et al, 2021). This puts teachers under strain and makes them feel incompetent.…”

Section: Teachersmentioning

confidence: 99%

Primary Teachers Difficulties Related to Compulsory Distance Education During COVID-19

Demir¹,

Shagiakhmetova²,

Bystritskaya³

et al. 2022

CONT ED TECHNOLOGY

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Due to a lack of preparation, teachers were not emotionally or cognitively prepared to use new approaches. Teachers discovered that while teaching online, elementary school teachers face various challenges. Summarizing and categorizing the difficulties encountered by primary school teachers in compulsory distance education will add to the literature, ensuring the dissemination of online instruction technological tools at both the distance education and primary education levels. The study sought to categorize the difficulties encountered by primary teachers. In order to figure out the purpose of the study, the study data including primary teachers in the COVID-19 period was synthesized. The study was accepted as a meta-synthesis. The education database ERIC was searched using the keywords "Primary Teacher", "Distance Education", and "Online Education"; and 79 studies were located as a result of the search. After eliminating ineligible studies, 23 of the 79 collected studies remained. As a result, students, parents, infrastructure, and teachers are all affected by the challenges. Cutting-edge technologies and a strong internet infrastructure are required for online education. Teachers are unable to maintain the minimum level of compulsory distance education due to limited internet connection and a lack of technological resources in many places. As a result of the strain, teachers felt inadequate. In many classrooms in poor countries, there is a lack of access to professional expertise and help for the use and integration of ICTs. COVID-19 has made this an issue for almost all schools, not just those in underdeveloped countries. The importance of online learning for elementary children and teachers has gotten considerably less attention. Teachers can take pedagogical diversity professional development training online and experience it as if they were students. The practical advantage of identifying the difficulties that teachers have faced is to aid teachers in overcoming such obstacles and to give the appropriate assistance. Successful distance education can only be achieved when teachers are supported in all areas of difficulty.

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“…However, deficits in digital competences can be observed in the international literature among both students and teachers [31][32][33][34][35].…”

Section: Digital Learningmentioning

confidence: 99%

“…However, target-oriented concepts should be developed to counteract issues caused by competing hardware and software products and to thus ensure successful educational processes based on pedagogical and didactic premises [56]. Based on the need to impart digital competences to apprentices, further training courses for teachers and company training staff will be particularly relevant in the future, as they have not been sufficiently offered or attended in recent years [32,35,81,82].…”

Section: Practical Implicationsmentioning

confidence: 99%

Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

2022

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In addition to restrictions in training companies, vocational schools were also closed due to the coronavirus pandemic in Germany. After the unexpected first lockdown, it was the challenge of all those involved to draw lessons from the emergent weaknesses in the system and to prepare for further school closures. These preparations primarily involved shifting to digital learning platforms. This article uses a simple and easy to understand research design and focuses from a practical point of view on the results of a quantitative online survey conducted by the University of Applied Labour Studies Mannheim among 143 apprentices in southern Germany on the differences between the first and second school closures with regard to live communication with teachers, attention to apprentice concerns by the vocational school, access to digital devices, and the use of these devices. The results of the survey show that, according to the apprentices’ assessments, the vocational schools were able to improve live communication as well as better attend to the apprentices’ concerns between lockdowns. In addition, the apprentices were able to improve their own digital devices and competencies and, to a large extent, make up for deficits. They were better able to use digital devices and software during the second school closure compared to the first. Gender differences were observed. However, despite significant improvements, there is still a need to modernize and innovate, which should be considered in future digital developments at schools.

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Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown

Cited by 20 publications

References 21 publications

Teaching and Learning in COVID-19 Lockdown in Scotland: Teachers’ Engaged Pedagogy

Teaching and Learning in COVID-19 Lockdown in Scotland: Teachers’ Engaged Pedagogy

Primary Teachers Difficulties Related to Compulsory Distance Education During COVID-19

Challenges of the Coronavirus Pandemic as an Opportunity for Sustainable Digital Learning in Vocational Education and Training (VET)

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