‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning

Ames, Kate; Harris, Lois Ruth; Dargusch, Joanne; Bloomfield, Corey

doi:10.1007/s13384-020-00395-8

Cited by 22 publications

(16 citation statements)

References 14 publications

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“…In addition, during the pandemic, online delivery has been more secure than other options. Due to the demand for an online approach, teachers' technical capabilities and the school's technical infrastructure become crucial (see also : Eickelmann et al, 2019;Ames et al, 2021). When teachers cannot deal with the new teaching method, parents' satisfaction seems to be at risk (with β 0.55, the highest standardized coefficient in the model).…”

Section: Discussionmentioning

confidence: 99%

Parents’ Perceptions of School Support During COVID-19: What Satisfies Parents?

Haller

Novita

2021

Front. Educ.

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During the COVID-19 pandemic lockdown, face-to-face schooling could not be performed continuously, and alternative ways of learning had to be organized. Parents had to act as their children’s home schooling tutors while working from home, and schools had to deal with various alternatives to distance education. Since parents are by all means both important school users and partners, their perceptions of schools can be considered a central indicator for assessing school quality. In this respect, during school lockdown, parents’ school satisfaction may reflect schools’ ability to adjust and react to fast social changes with almost no time for preparation. To date, there is nearly no knowledge about school satisfaction or school support during this challenging situation. Using data from the COVID-19 survey of the German National Educational Panel Study, we identified central predictors of parents’ perceptions of school support during the national lockdown in Germany in spring 2020. All students (N = 1,587; Mage = 14.20; SD = 0.36; 53% girls) and their parents (Mage = 47.36; SD = 4.99; 91% women) have participated in the longitudinal survey for at least 8 years. The results of the structural equation model indicate that the perceived support and abilities of teachers have been especially relevant for parents’ school satisfaction during the time of the school lockdown. In contrast, factors relating to parents’ and children’s backgrounds seem to be less important.

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Section: Discussionmentioning

confidence: 99%

Parents’ Perceptions of School Support During COVID-19: What Satisfies Parents?

Haller

Novita

2021

Front. Educ.

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“…But the usage of digital media during lessons is not widely spread (Drossel et al 2019). Teachers often lack the professional skills to overcome constraints related to digital media and its application for distance learning (Ames et al 2020). Besides, neither schools (Eickelmann et al 2019) nor households (Livingstone and Helsper 2007) can be assumed to be sufficiently equipped with digital devices (e.g.…”

Section: Introductionmentioning

confidence: 99%

Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?

Nusser

2021

European Journal of Special Needs Education

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School closures due to the worldwide COVID-19 pandemic put challenges on teachers, students and their parents. In particular, students with special educational needs or students with low achievement levels who need more support in learning may have more difficulties coping compared to their peers. Using longitudinal data of the German National Educational Panel Study, the circumstances of students in secondary school during the time of school closures are characterised, in particular focusing on students who have been diagnosed with special educational needs or showing low achievement levels at the end of primary school. Overall, parents of students with special educational needs or low achievement levels do not report more challenges with respect to the situation of learning at home. However, differentiated results are found with regard to satisfaction with the support provided by the school, the amount of weekly learning time, and parental support. The situation of students with less favourable conditions in terms of learning at home by themselves needs special attention when face-to-face-instructions cannot be carried out as usual to achieve successful learning.

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“…In a recent study by Harris et al [22] , they provide empirical evidence about how one school's distance education teachers define and support engagement. On a similar note, a study by Ames et al [2] explores teachers’ perspectives regarding their use of technological tools to support their students’ learning via focus groups. They find that technology-assisted teaching assists not only the teaching practice but also provides a foundation for relationship building with students and families and illustrates these relationship changes through the lens of affordances [2] .…”

Section: Theoretical Framingmentioning

confidence: 99%

Seven educational affordances of virtual classrooms

Willermark¹,

Íslind²

2022

Computers and Education Open

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For many teachers, the COVID-19 pandemic meant an instant shift from teaching in traditional to a virtual classroom to reduce the spread of infection. It represents a widespread and intensive case of digitalization of teaching practice and many stakeholders are asking the imminent question of which transformations that ‘will stick’ and become a constant in the ‘new normal’ onwards. However, research of online teaching in a high school context remains limited. In this study, we analyze what happens when teaching is redirected from the traditional to the virtual classroom and explore what characterizes educational affordances in the virtual classroom. The context is 15 high schools in Sweden and the empirical data includes a survey with a total of 1103 teachers. Educational affordances are used as an analytic lens to conceptualize what teaching activities that the virtual classroom afford. The main contribution includes theorizing about what activities, interactions, and procedures that the virtual classroom affords by presenting seven educational affordances and contrast these with teaching in traditional classrooms. The affordances consist of 1) Structure 2) One-to-one communication 3) Formalized reconciliations 4) Peace and quiet 5) Hidden back channels 6) Right time and 7) Reaches certain students. The seven affordances can make a foundation for reflection and discussions of how to create a didactic design adapted for different classrooms. Furthermore, we contribute with implications to teachers and school leaders.

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‘So you can make it fast or make it up’: K–12 teachers’ perspectives on technology’s affordances and constraints when supporting distance education learning

Cited by 22 publications

References 14 publications

Parents’ Perceptions of School Support During COVID-19: What Satisfies Parents?

Parents’ Perceptions of School Support During COVID-19: What Satisfies Parents?

Learning at home during COVID-19 school closures – How do German students with and without special educational needs manage?

Seven educational affordances of virtual classrooms

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