Editorial: Remote teaching to ensure equal access to education in rural schools

Billmayer, Jakob; From, Jörgen; Lindberg, J. Ola; Pettersson, Fanny

doi:10.26203/h6z0-a321

Cited by 4 publications

(5 citation statements)

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“…Remote teaching in a Swedish context as it is regulated in the Swedish school law entails that the teaching takes place synchronously, pupils are in a physical classroom, a teacher is present at a distance via digital technologies, and an on-site facilitator is present in the same room as the pupils (Siljebo, 2020). The way remote teaching is implemented in compulsory schools in Sweden is, we argue, a rather unique remote teaching practice combining digital and physical places synchronously shared between teachers, pupils, and onsite facilitators (Billmayer et al, 2020).…”

Section: Introductionmentioning

confidence: 94%

“…Remote teaching, as constituted in the Swedish school law, dictates that (a) pupils should be located in school or the physical classroom, (b) there is an on-site facilitator present with the pupils, and (c) the teaching is conducted via digital technologies synchronously. 1 This regulation of remote teaching in the Swedish school law meant that the pool of certified teachers was expanded from the small population willing to move to sparsely populated areas, to include those willing to work remotely from home or other places (e.g., Billmayer et al, 2020). As such, it enabled small school organizations to organize teaching in subjects that could otherwise not be provided because of the lack of certified teachers (Pettersson & Olofsson, 2019;Siljebo, 2020).…”

Section: Large Scale: Historical Development Of Remote Teaching Contextmentioning

confidence: 99%

“…However, the regulation and implementation of remote teaching also meant educational change-that is, a transition from traditional, single-cell (brick-andmortar) classrooms, where teachers work in relative isolation, to new models of education where teaching is a collaborative task Davis et al, 2018;From et al, 2020). The evolution of school structures from physical learning environments into flexible and blended learning environments led to, for example, new work roles and municipal partnerships.…”

Section: Large Scale: Historical Development Of Remote Teaching Contextmentioning

confidence: 99%

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Through the Lens of Situated Learning and Levels of Scale

Siljebo¹,

Pettersson²

2022

jdsr

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The aim of this paper is to contribute to theoretical development within a field otherwise mostly characterized by empirical contributions, with a primary focus on the practice and perspectives of on-site facilitators. To theoretically understand the development and use of remote teaching, we focus on the interaction between systems of human activity in education and the relationships enacted in practice through their interaction, with a focus on on-site facilitators’ work. In doing so, we use the concept levels of scale in situated learning. Through levels of scale, we conceptualize the historical development of remote teaching as the large scale and the remote learning environment as the small scale. Integrating the levels of scale and tracing the historical development of remote teaching in Sweden into the enactments taking place in a classroom of modern language teaching is the concrete theoretical development that our aim entails.

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Section: Introductionmentioning

confidence: 94%

Section: Large Scale: Historical Development Of Remote Teaching Contextmentioning

confidence: 99%

Section: Large Scale: Historical Development Of Remote Teaching Contextmentioning

confidence: 99%

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Through the Lens of Situated Learning and Levels of Scale

Siljebo¹,

Pettersson²

2022

jdsr

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“…Although teaching arrangements and pedagogical ideas regarding methodology differed among these and other historical pedagogical thinkers, they touched upon the teacher, the subject content, and the students in some way in their pedagogical reasoning. In recent years, digitalization could be seen as a paradigm shift for how teaching is organized (Billmayer et al, 2020), which has forced pedagogical thinking to expand in new and unforeseen ways (Sharpe et al, 2010) and has given rise to new learning theories regarding learning in digital environments (Picciano, 2017). Even so, the theoretical frameworks often applied in educational research regarding online learning commonly lack a specific pedagogical focus even if they engage in educational matters.…”

Section: Pedagogical Thinking On Teachingmentioning

confidence: 99%

A Theoretical Framework for Synchronous Remote Teaching?

Skog

2022

jdsr

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This paper explores synchronous remote teaching as a pedagogical practice and elaborates upon a framework with which to understand the practice theoretically. The empirical backdrop comprises remote teaching practice in Sweden, where this practice is implemented via digital technology and with an onsite facilitator who is present with the students. The pedagogical triangle is revisited, examined, and explored in relation to remote teaching as a new pedagogical practice. In the theoretical elaboration, the pedagogical triangle is reshaped into a pyramid due to the onsite facilitator’s participation in the remote teaching. This elaboration is a first step to establishing a theoretical understanding of remote teaching practice on its own terms.

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“…utility of remote procedures, even when schooling returns to primarily in-person. For example, children and families in rural areas or with limited transportation options may benefit from access to services using remote means (Billmayer et al, 2020). Although such lines of study have been emerging in recent years related to school-based services, more research on the acceptability, feasibility, and relative equivalence to in-person evaluation results is greatly needed, specifically for remote delivery of school-based assessments (Farmer et al, 2021).…”

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confidence: 99%

Evaluating the feasibility of remotely administered curriculum‐based measurement for students with autism: A pilot study

Mire

Keller‐Margulis

Izuno‐Garcia

et al. 2022

Psychology in the Schools

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Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats.The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2-5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.

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Editorial: Remote teaching to ensure equal access to education in rural schools

Cited by 4 publications

References 0 publications

Through the Lens of Situated Learning and Levels of Scale

Through the Lens of Situated Learning and Levels of Scale

A Theoretical Framework for Synchronous Remote Teaching?

Evaluating the feasibility of remotely administered curriculum‐based measurement for students with autism: A pilot study

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