新冠肺炎疫情下的在线教学:挑战与机遇

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2021-11-09 DOI:10.1080/07380569.2021.1989244

Leping Liu, Li-Ting Chen, Karen Pugh

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引用次数: 6

摘要

几十年来，技术一直被用作支持和改善教学的工具，学校计算机（CITS）38年来一直在发布该领域的最佳实践和研究结果。自1984年成立以来，CITS展示了问题和解决方案、新技术应用的长期趋势，以及将技术融入课堂和在线教学的坚实理论基础的进展和发展，为学校教师和研究人员的工作提供了操作指导（CITS，2021）。然而，当教育紧急情况发生时，例如新冠肺炎大流行期间的情况，如何将技术作为工具来实现学生学习的目标？教师和学生面临哪些挑战，可能的解决方案是什么？根据联合国教育、科学及文化组织（UNESCO）提供的《全球停课监测》报告，截至2020年7月，全球有685358072名K-12年级的学生受到影响，全球有37名学生被迫停课。到2020年12月，这一数字有所减少：304525775名K-12级别的学习者受到影响，全球范围内有26个学校关闭（联合国教科文组织，2021年）。纵观美国的大学生，截至2020年3月，美国至少有1102所学院和大学关闭了校园，超过1400万大学生受到影响（Hess，2020）。在学校关闭期间，大多数文献报道了K-12学校和大学在从传统教育向在线远程教育过渡方面所做的努力（Carrillo&Flores，2020；Crompton等人，2021；Greenhow和Lewin，2021），以及教育工作者和学生面临的挑战和机遇（Kaisara&Bwalya，2021；Moore等人，2021）。本期特刊《K-12和高等教育中的技术挑战：应对全球流行病》介绍了一线教育工作者在这一教育过程中所做的一些杰出工作https://doi.org/10.1080/07380569.2021.1989244

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Online Teaching and Learning under COVID-19: Challenges and Opportunities

Technology has been used as a tool to support and improve teaching and learning for decades and Computers in the Schools (CITS) has been publishing the best practice and research findings in this field for over 38 years. Since its inception in 1984, CITS has demonstrated issues and solutions, trends in new technology applications over time, and progress and development of a solid theoretical foundation for integrating technology into classrooms and online teaching and learning, which provided operational guidance to the work of school teachers and researchers alike (CITS, 2021). However, when an education emergency occurs, such as the situation during the COVID-19 pandemic, how can technology as a tool be used to achieve the goals of student learning? What challenges are the teachers and students confronted with and what are the possible solutions? According to the report of Global Monitoring of School Closures provided by the United Nations Educational, Scientific and Cultural Organization (UNESCO), up until July 2020, 685,358,072 learners at K-12 levels around the world were affected, and 37 worldwide closures were instigated. By December 2020, the numbers were reduced: 304,525,775 learners at K-12 levels were affected, and 26 worldwide closures were in effect (UNESCO, 2021). Looking at college students in the United States, by March 2020, at least 1,102 colleges and universities in the United States had closed their campuses, and over 14 million college students were impacted (Hess, 2020). During the period of school closures, most literature reported the efforts K-12 schools and universities made on the transition from traditional education to online distance education (Carrillo & Flores, 2020; Crompton et al., 2021; Greenhow & Lewin, 2021) and the challenges and opportunities that educators and students faced (Kaisara & Bwalya, 2021; Moore et al., 2021). The collection of this special issue Technology’s Challenge in K-12 and Higher Education: Dealing with a Worldwide Pandemic presents some distinguished work that has been done by frontline educators during this education https://doi.org/10.1080/07380569.2021.1989244

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.