J. Educ. doi: 10.17239/jowr-2015.07.01.07, Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., et al. Finally, the teaching experience gives equally ambiguous results; some papers report a negative relationship (Mathews and Guarino, 2000; Baek et al., 2008; Inan and Lowther, 2010) while others find no relationship (Gorder, 2008). At the same time, the older the students were, the more verbal learning activities they performed, with differences between the first years of primary education (69 years) and secondary education (1218) (p < 0.05). Madrid: Fundacin Telefnica. Res. Use of ICTs for education during the COVID-19 crisis and beyond is a reality for which teachers and learners must be better prepared. We have also found a greater frequency of use by generalists than specialists because the former teach more hours in the same class and consequently have more responsibilities with their students. To achieve these objectives, we designed a questionnaire on ICT through the Qualtrics software and sent telematically to various networks of teachers and primary and secondary education centers in Spain. (2020). 2 POLICY BRIEF: EDUCATION DURING COVID-19 AND BEYOND Executive summary The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners 31, 307320. Comput. Background COVID pandemic resulted in an initially temporary and then long term closure of educational institutions, creating a need for adapting to online and remote learning. Tarraconensis 1, 5574. (in press). The transition to online education platforms presented unprecedented challenges for the teachers. 94, 252275. J. Technol. In summary, our work shows that activities carried out through ICT during confined schooling were more teacher-centered than student-centered and hardly promoted the 21st-century skills, that digital technologies should facilitate (Ertmer et al., 2015). In spite of these better results of adopting student-centered uses, the studies support that the most frequent uses in classrooms are still centered on the teachers, who indeed use ICT as a substitute for other more traditional resources to transmit information (Loveless and Dore, 2002; Sigals et al., 2008; de Aldama and Pozo, 2016). It has also been found that they favor collaboration in secondary education (Corcelles Seuba and Castell, 2015) or learning mathematics (Li and Ma, 2010; Genlott and Grnlund, 2016), science (Hennessy et al., 2007) or second languages (Faras et al., 2010). They also employ them in a more student-centered way, and their uses are oriented toward the development of problem-solving skills (Tondeur et al., 2017). This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. adherence among those living with HIV, with the pandemic star ng contemporaneously with a na onal Undetectable = Untransmitable (U=U) campaign. The third objective analyzed the learning outcomes that the activities provided, the type of assessment used, and the cooperation that activities promoted. Using an online tool to support school-based ICT policy planning in primary education. Basic model and the influence of personal and contextual factors]. The last ones, which are close to the aims of this study, are focused on how teachers have used ICT for the COVID-19 crisis. Investigating if different teaching profiles can be identified in the use of ICT, as well as their relationship with the variables studied. 58, 137154. Andrew Camp jbmcgee A RAND survey, fielded in early January 2021, found that nearly one-quarter of teachers indicated a desire to leave their jobs at the end of the school year, compared with an. Strauss, S., and Shilony, T. (1994). The studies involving human participants were reviewed and approved by the Ethics Committee of the Autonomous University of Madrid. 3. 53, 2539. The third profile (Reproductive) was composed of 263 teachers with a similar level of activity to the previous one. (2020). Besides, the assessment and cooperation activities became more frequent as the educational levels advanced, with differences in both cases between the teachers of the first years of primary education (p < 0.01) and the last years of primary education and non-compulsory secondary education (p < 0.05). The Impact of Teachers. Educ. (2017, pp 3637), after analyzing data from different standardized assessments, conclude: computer-based teaching practices increase student performance if they are aimed at increasing students awareness of ICT use and at improving their navigation critical skills, developing students ability to distinguish between relevant and irrelevant material and to access, locate, extract, evaluate, and organize digital information. Besides, they also found a slight negative correlation between using ICT to convey information and academic performance. doi: 10.1177/0735633115571928, Ananiadou, K., and Claro, M. (2009). 1269 Words. A systematic review of the critical factors for success of mobile learning in higher education (University Students Perspective). Lmite Interdiscip. We consider this is not possible in the pertaining virtual class context and noted several contradictions in the answers. doi: 10.17345/ute.2010.2.631. La Integracin de Internet en la educacin Escolar Espaola: Situacin Actual y Perspectivas de Futuro. Buckingham: Open University Press. [Outlook on Spanish Education After COVID-19 pandemic: The Opinion of the Educational Community]. Usually, these statements tend to be relatively more favorable to the advantages mentioned above. As we show in Figure 1, the teachers focused more on verbal and attitudinal learning than on procedural (F = 100.11, p < 0.001, p2 = 0.07). Res. In this study, beliefs have been inferred through the frequency with which the teachers stated they carried out predetermined activities. Educ. Res. Teachers and ICT: Current use and future needs. On the other hand, this study seems to show that teachers beliefs are much closer to the reproductive pole than to the constructive one. Barcelona: Gra. L. Disrupted learning during COVID-19: the impact of school closures on . In fact, this research focuses precisely on analyzing the uses that teachers made of the digital technologies or Information and Communication Technologies (ICT) (from now on, we will use this acronym) during the confinement to become familiar with their practices and use them to review their conceptions of teaching and learning. (2008). Schraw, G., and Olafson, L. (2015). doi: 10.1177/1365480220958797, Butterfield, L. D., Borgen, W. A., Amundson, N. E., and Maglio, A.-S. T. (2005). 9:2580. doi: 10.3389/fpsyg.2018.02580, Zhang, W., Wang, Y., Yang, L., and Wang, C. (2020). Loveless, A., and Dore, B. Educ. The participants were primary and secondary education teachers who were working in Spain when they completed the questionnaire. Panorama de la Educacin en Espaa tras la pandemia de COVID-19: La Opinin de la Comunidad Educativa. Finally, a cluster analysis was implemented to identify different teaching profiles (objective 4). Once identified, we created contingency tables and their corresponding Corrected Typified Residuals (CTR) to know which variables were related to each profile. 4. In this sense, the forced use of ICT because of COVID-19 will only encourage this change if we support teachers with adequate resources and activities which facilitate reflection on their use. Educ. Finally, there is a significant number of teachers who had not used ICT with their students before the confinement, and there was hardly any representation of those who had most used them. Delta Pi Epsilon J. Paris: OECD Publishing. Rev. M-PE: funding acquisition, conceptualization, methodology, validation, writing original draft, and writing review and editing. Educ. Modelo bsico e influencia de factores personales y contextuales. The cooperation activities also increase, although their frequency is still small. Here are 4 ways how Temporary school closures in more than 180 countries have, at the peak of the pandemic, kept nearly 1.6 billion students out of school; for about half of those students, school closures are exceeding 7 months. Figure 1. What is the reason for this disagreement between research conducted in experimental laboratories and large-scale studies? 32, 219252. 22, 215243. 7, 157200. Average of the reproductive and constructive activities in each dimension. Exploring the factors affecting facilitation of technology with a Korean sample. Most of the work on these beliefs (Hofer and Pintrich, 1997, 2002; Pozo et al., 2006; Fives and Gill, 2015) identifies two types of conceptions: some closer to a reproductive vision of learning, which would be related to the teacher or content-centered teaching uses, and others nearer to constructivist perspectives, which promote student-centered teaching uses. This shift has brought many impacts on teachers.AimsThrough qualitative research of thematic analysis, this paper studies the occupational pressure of primary school teachers in China after the shift . 50, 224234. 2, eds K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, and M. Zeidner (Washington, DC: American Psychological Association), 471499. It is remarkable that the highest differences between both scales happen in attitudinal learning. J. Our purpose was to check if, in this context, ICT contributed to promoting more constructive ways of teaching. Psychol. doi: 10.1007/s42438-020-00155-y. La formacin del profesorado: una pauta para el anlisis e intervencin a travs de incidentes crticos. If you have any questions about "Essay On Impact Of Covid-19 On Education". Some of my past teachers have left the impact on me that I will strive to leave on my students, and others merely left a dent. Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. doi: 10.1108/ILS-04-2020-0089, Hennessy, S., Deaney, R., Ruthven, K., and Winterbottom, M. (2007). This is the largest and most robust effect size in this study; it occurs in all groups and for all variables (p < 0.001), although to a different degree, as shown in Table 4. First, the beliefs seem to be more complex and less dichotomous than what is assumed (Ertmer et al., 2015). The salience of verbal learning increased as the higher the educational level was and, in the same way, the attitudinal activities decreased, with hardly any change in the procedural ones. In other words, they preferred teacher-centered activities to student-centered ones. Teachers of children from 3 to 6 years, for whom engaging in the virtual activity is more complicated, abounded in the Passive profile. J. Educ. A decade ago, after conducting a second-order meta-analysis of 25 meta-analyses, Tamim et al. Barcelona: Editorial UOC. (2011, p. 14) found a significant positive small to moderate effect size favoring the utilization of technology in the experimental condition over more traditional instruction (i.e., technology-free) in the control group, a conclusion that is still valid today. In general, we have seen that teachers performed more verbal and attitudinal learning than procedural. J. In turn, physical education teachers performed less reproductive activities than the rest of their classmates (p < 0.01). Nevertheless, the characteristics of each subject have some influence on the increases among educational levels. doi: 10.2307/1319295. Sociol. Aust. A. Lpez-iguez (Berlin: Springer). The impact of COVID-19 on education - Insights from Education at a Glance 2020 This brochure focuses on a selection of indicators from Education at a Glance, selected for their particular relevance in the current context. (2010). With this policy, many changes are implemented in our education system . Educ. For this reason, we expect the mismatch between theories and practices (Liu, 2011; Fives and Buehl, 2012; Tsai and Chai, 2012; Mama and Hennessy, 2013; Ertmer et al., 2015; de Aldama and Pozo, 2016) was smaller and helped us to discover the true beliefs of teachers when they teach. We would like to thank our colleagues from SEIACE for their participation in the item dimension task. The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. The first school shuts down because of COVID-19, the disease caused by the novel coronavirus. Educ. But one difference is that the experimental studies have been carefully designed and controlled to promote these forms of learning mentioned above, while the usual work in the classroom is mediated by the activity of teachers who, in most cases, have little training using ICT (Sigals et al., 2008). Rev. However, we should consider that one limitation of this study is that the practices analyzed were those declared by the teachers. The questionnaire was composed of two parts. Digital games, design, and learning: a systematic review and meta-analysis. Res. Rev. On the other hand, our work has revealed other variables that influence the frequency of ICT use. Regarding the first objective, teachers performed the activities between Some days per week and Some days per month on average (M = 2.44, SD = 0.50). J. only attend class during the hours of their subjects. After the analysis of the methodologies carried out in the Introduction, we considered asking teachers what they were doing in their classrooms was the most accurate procedure to know the true practices they were carrying out. doi: 10.1111/1467-8535.00164, Xie, H., Peng, J., Qin, M., Huang, X., Tian, F., and Zhou, Z. Background The COVID-19 pandemic lead to a sudden shift to online teaching and restricted campus access. Rev. Educ. Is it the way they use it? doi: 10.14204/ejrep.39.15062, Devitt, A., Bray, A., Banks, J., and N Chorcora, E. (2020). (2008a): basic computer skills and use of computers as an information tool. doi: 10.1080/17439880701511131, Hermans, R., Tondeur, J., van Braak, J., and Valcke, M. (2008). As we see in Table 7, the first profile or Passive was over-represented by teachers of children aged 69, and teachers of non-compulsory secondary education were under-represented. Influence of the different variables on the type of activity. Manag. Rethinking the role of the school after COVID-19. J. Appl. Factors related to pedagogical beliefs of teachers and technology integration. What learning have teachers prioritized in this period? Media Technol. In conclusion, it seems the teachers in this study use ICT essentially for presenting different kinds of information (Tondeur et al., 2008b) and do not use them as learning tools that help students to build, manage, and develop their knowledge. 7, 90109. Rev. The second profile (Active) was composed of 424 teachers, was the most numerous. Moreover, concerning the objectives of this study, it has been necessary to rethink the teaching strategies in the new virtual classrooms. For the construction of the questionnaire, we consulted different blogs where teachers shared the activities they were applying during the pandemic. We used directories of emails from public, private schools, and high schools of Spain to get in contact with the participants. Comput. It seems clear that teacher training should be promoted not only to encourage more frequent use of ICT but also to change conceptions toward them to promote constructive learning. It is therefore important to . 22, 920936. Teachers models of childrens minds and learning, in Mapping the Mind: Domain Specificity in Cognition and Culture, eds L. A. Hirschfeld and S. A. Gelman (Cambridge: Cambridge University Press), 455473. 68, 380387. doi: 10.1016/j.compedu.2010.12.001, Lpez-iguez, G., Pozo, J. I., and de Dios, M. J. The passage by Ernesto Gallarzo is a poignant memoir of a young boy in his first ventures into an American school, and it contains some very important aspects of a teacher-pupil relationship, the impacts the teacher has may have been intensified by the unique needs of the student, but it encompasses the general idea. Prez Echeverra, M. P., and Pozo, J. I. The cooperative activities were the least frequent. However, the Spanish language and foreign language teachers also carried out many activities aimed at attitudinal learning. Thus, we have found that teachers who attend to young children use them less than teachers of older students. (2015) claim, beliefs are not unidimensional, but teachers assume them in varying degrees and with different types of relationships. However, teaching experience seems to influence in another way: whereas less experienced teachers are more reproductive, the more experienced teachers present fewer differences between reproductive and constructive activities. Educ. doi: 10.1787/9789264239555-en, OECD (2019). This study aims to examine whether the quality of teaching changed between before and during the pandemic, in two settings: remote and restricted in-person settings, and whether teachers' well-being was related to the quality of . doi: 10.14742/ajet.810, van Braak, J., Tondeur, J., and Valcke, M. (2004). doi: 10.1177/1468794105056924, Clark, D. B., Tanner-Smith, E. E., and Killingsworth, S. S. (2016). The least frequent activities were cooperative (between never and some days per month), which is consistent with the importance given to reproduction. As we outline in our new research study released in January, the cumulative impact of the COVID-19 pandemic on students' academic achievement has been large. doi: 10.3102/0034654315582065, PubMed Abstract | CrossRef Full Text | Google Scholar, Colao, A., Piscitelli, P., Pulimeno, M., Colazzo, S., Miani, A., and Giannini, S. (2020). Second, studies have aimed at proposing principles that should guide the use of ICT in the classroom (Ferdig et al., 2020; Rapanta et al., 2020; Sangr et al., 2020). Know the warning signs of distress in students. Technol. Hall, T., Connolly, C., Grdaigh, S., Burden, K., Kearney, M., Schuck, S., et al. Material and methods Students in Public Health Nutrition answered questionnaires two and 12 weeks (N = 79: response rate 20.3% and 26.6%, respectively . Behav. There were also no differences between the Passive and Reproductive profiles in cooperative activities because of their low frequency in both groups. doi: 10.3102/00346543062003307. Fulton, K. (1997). doi: 10.1111/ejed.12016, Bautista, A., Prez Echeverra, M. P., and Pozo, J. I. (2008b). Psychol. These factors can be both repeated measures and completely randomized, according to the characteristics of the variable. 46, 211221. 52, 257276. Has it been more oriented toward verbal, procedural, or attitudinal learning? Teaching and Learning During School Closures: Lessons Learned. Suggestions for Teaching in Intermittent Face-to-Face Contexts]. These data coincide with those found in other works (Gorder, 2008; Vanderlinde et al., 2010) and are probably related to the characteristics of the teaching activity itself. Through what activities, either more constructive or reproductive, have these learnings been promoted? COVID-19 and Learning LossDisparities Grow and Students Need Help. Psychol. de Aldama, C. (2020). Educ. Eur. Res. First, we describe and quantify the causal e ects of the COVID-19 outbreak on a wide set of students' out- comes/expectations. It had a very similar pattern to the previous one, focused mainly on reproductive activities (M = 2.82, SD = 0.33) rather than constructive (M = 2.41, SD = 0.21) but with a higher level of activity (MD = 0.41, SD = 0.02, p < 0.001). First, the Spanish language and foreign language teachers also carried out many aimed., S. S. ( 2016 ) or attitudinal learning also increase, although their frequency is still.! Shift to online teaching and restricted campus access was implemented to identify different teaching profiles can be both measures... E., and high schools of Spain to get in contact with the variables studied decade ago After! That influence the frequency with which the teachers stated they carried out many activities aimed attitudinal. 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