教师在虚拟课堂中的数字化教学方法与经验

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Laura Teichert, Susan V. Piazza, Jennifer Hinga
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引用次数: 0

摘要

全球大流行暴露了美国密歇根州学生在教育方面的一些不平等现象。随着全州(乃至全球)的学校关闭,迫使教育在虚拟教室中进行,教师们面临着突然转向在线教学的任务。鉴于在线学习的持续需求,有必要研究在2020年春季学校关闭期间工作的教师的观点和经验,并确定更好地支持教师和学生进行虚拟学习的方法。本探索性定性研究的目的是调查K-12教师将课堂转移到网上的经验,以及他们对使用数字素养作为学生学习核心部分的整体看法。本文报告了2020年春季学期389名教师对其在Covid-19大流行期间的有效性的看法的调查结果。另外,随机抽取12名小学教师和13名中学教师的半结构化访谈进行分析。不出所料,教师们报告说,在学生过渡到在线学习的过程中,满足他们的需求面临许多挑战。调查结果显示,学生缺乏可靠的互联网和数字设备。即使上网不是问题,学生们也缺乏必要的数字素养技能来驾驭他们的在线教育。教师们报告了许多与在线学习相关的挑战,特别是那些与学生参与、交流和在线教学方法转变有关的挑战。因此,学校和课程有必要在正规教育环境中更早地纳入操作性数字扫盲技能,即使在恢复面对面教学时也要优先考虑这些技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers’ digital pedagogies and experiences in virtual classrooms
The global pandemic has revealed a number of inequalities in education for students in Michigan, USA. Teachers were tasked with a sudden shift to online instruction as school closures across the state (and globe) forced education to operate in virtual classrooms. Given the continued need for online learning, it is necessary to examine the perspectives and experiences of teachers who worked throughout the school closures of spring 2020 and to identify ways to better support both teachers and students as they navigate virtual learning. The purpose of this exploratory qualitative study was to investigate K-12 teachers’ experiences shifting their classrooms online and their overall perspectives on the use of digital literacies as a central part of student learning. Reported in this paper are the survey results from 389 teachers’ perceptions of their effectiveness during the Covid-19 pandemic during the semester spring of 2020. Additionally, a randomly selected a subset of 12 elementary and 13 secondary teachers’ semi-structured interviews were analyzed. Unsurprisingly, teachers reported many challenges meeting their students’ needs as they transitioned to online learning. Findings revealed students who lacked access to reliable Internet and digital devices. Even when access was not an issue, students lacked the necessary digital literacy skills to navigate their online education. Teachers reported many challenges associated with online learning, particularly those related to student engagement, communication, and shifting pedagogies online. Therefore, there is a need for schools and curricula to include operational digital literacy skills earlier in formal education settings, and to prioritize these skills even when face-to-face instruction resumes.
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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