Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks
During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking an...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Association for Learning Technology
2023-05-01
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| Series: | Research in Learning Technology |
| Subjects: | |
| Online Access: | https://journal.alt.ac.uk/index.php/rlt/article/view/2982/3027 |
| _version_ | 1797822276948721664 |
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| author | Ronen Kasperski Erez Porat Ina Blau |
| author_facet | Ronen Kasperski Erez Porat Ina Blau |
| author_sort | Ronen Kasperski |
| collection | DOAJ |
| description | During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers’ reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers’ professional development necessary for effective remote teaching in both emergency and routine times. |
| first_indexed | 2024-03-13T10:05:39Z |
| format | Article |
| id | doaj.art-a23cb15a01554957b5d2a2a498824608 |
| institution | Directory Open Access Journal |
| issn | 2156-7077 |
| language | English |
| last_indexed | 2024-03-13T10:05:39Z |
| publishDate | 2023-05-01 |
| publisher | Association for Learning Technology |
| record_format | Article |
| series | Research in Learning Technology |
| spelling | doaj.art-a23cb15a01554957b5d2a2a4988246082023-05-22T12:41:54ZengAssociation for Learning TechnologyResearch in Learning Technology2156-70772023-05-013111410.25304/rlt.v31.29822982Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworksRonen Kasperski0Erez Porat1Ina Blau2Sha’anan Religious College of Education, Gordon Academic College of Education, Haifa, IsraelThe NB Haifa School of Design, Haifa, IsraelDepartment of Education and Psychology, The Open University of Israel, Ra’anana, IsraelDuring the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers’ reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers’ professional development necessary for effective remote teaching in both emergency and routine times.https://journal.alt.ac.uk/index.php/rlt/article/view/2982/3027emergency remote teachingcovid-19 pandemicinformation and communication technologye-learningonline learningdigital pedagogy |
| spellingShingle | Ronen Kasperski Erez Porat Ina Blau Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks Research in Learning Technology emergency remote teaching covid-19 pandemic information and communication technology e-learning online learning digital pedagogy |
| title | Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks |
| title_full | Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks |
| title_fullStr | Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks |
| title_full_unstemmed | Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks |
| title_short | Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks |
| title_sort | analysis of emergency remote teaching in formal education crosschecking three contemporary techno pedagogical frameworks |
| topic | emergency remote teaching covid-19 pandemic information and communication technology e-learning online learning digital pedagogy |
| url | https://journal.alt.ac.uk/index.php/rlt/article/view/2982/3027 |
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