{"id":4724,"date":"2020-06-06T22:25:57","date_gmt":"2020-06-06T22:25:57","guid":{"rendered":"https:\/\/impulseducacio.org\/?p=4724"},"modified":"2023-03-02T11:51:54","modified_gmt":"2023-03-02T11:51:54","slug":"pandemic-precipitates-new-educational-normality-in-the-depths-of-the-digital-age","status":"publish","type":"post","link":"https:\/\/impulseducacio.org\/en\/pandemic-precipitates-new-educational-normality-in-the-depths-of-the-digital-age\/","title":{"rendered":"Pandemic precipitates new educational normality in the depths of the digital age"},"content":{"rendered":"

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The pandemic precipitates a new educational normality in the depths of the digital age<\/h1><\/div>
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6 June 2020<\/p>\n<\/div>

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Analysis from three different perspectives<\/span><\/h2><\/div>
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By Ana Moreno<\/p>\n

After years of speculating about the uncertainty of the times we live in, reality has once again surpassed fiction and we find ourselves in a situation more suited to the imagination of a screenwriter of cinematic fiction than to our own biography.<\/p>\n

Many voices have been raised in favour of increasing the role of technology in the digital era, but none has been as forceful as the need created by the new educational situation. Although it is true that there are still more questions than answers and it is unwise to venture into infallible solutions, the study of relevant data can provide valuable insights. In this article, we present three different and complementary approaches to the current school context, with the aim of offering the reader information and insight in order to make some sound decisions regarding the appropriate role of technology in the new educational normality.<\/p>\n

First, the main ideas of the Washington Post article Homeschooling during the coronavirus will set back a generation of children<\/em><\/a> are presented, where Kevin Huffman warns that confinement due to the coronavirus will set back a whole generation of children. In the second we present the optimistic and hopeful perspective of the scientist, expert in learning, William Penuel<\/a>, where answering the questions of the NEPC<\/a>, he explains why, according to him, the new normality could be better than the old one<\/span>. Finally, we summarize the criteria and evidence-based online resources of the Spotlight What Works in Online\/Distance Teaching and Learning<\/em><\/a> published by the Australian Aitsl <\/a>Institute chaired by John Hattie<\/a>, one of the world’s most prestigious education experts.<\/p>\n<\/div>

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Many voices have been raised in favour of increasing the role of technology in the digital age, but none has been as forceful as the need created by the new educational situation.<\/h6>\n<\/div>
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Home schooling during the coronavirus will set back a generation of infants<\/h3>\n

Years of research, Huffman says, show that online schooling is ineffective and that students suffer significant learning losses during the long periods they are out of school. In this case, continues Hoffman, both circumstances exist with the aggravating circumstance that the children who will suffer most will be the children of the most disadvantaged families who lack adequate means and environments.<\/p>\n

The author of the article refers to several studies. One of them, on the effectiveness of online education, concludes that “the academic benefits of subsidized online schools are currently the exception rather than the rule”. On the effect of the summer school break, he comments that after decades of research it is known that one to two months of progress is lost after a 10 week break, and adds how the recent research The Covid-19 slide: What summer learning loss can tell us about the potential impact of closures on student academic achievement<\/em><\/a> conducted by NWEA<\/a> shows that:<\/p>\n

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In the summer following third grade students lose about 20 percent of what they gained in reading in the school year and 27 percent of what they gained in math.<\/p>\n<\/blockquote>\n

Hoffman concludes that despite the best efforts of parents, teachers and schools, the barriers they face are daunting and states, One thing we know for sure: the impact will not simply disappear, it will continue into the next year and beyond. From their perspective, based on the data the only sensible solution is to extend the days children attend school during the school years following the pandemic by ensuring full recovery from the loss.<\/p>\n

The new normal could be better than the old normal<\/h3>\n

At the beginning of the interview, NCRPP<\/a> director Dr Penuel is asked what he thinks about the shortcomings of online training, the poor academic level of students at the end of the course, and whether he thinks the right questions are being asked or the real problems are being addressed. The scientist, who looks through equity lenses and whose research is based on creating inclusive classes that address the affective dimensions of learning and connect teaching to the interests and identities of learners, replies that “even if test scores go down, this does not mean that learning stops because students are at home. He adds that the term “learning loss” underestimates learning as new ways to care for one’s own health and that of others, to take an interest in things that are not taught at school, or to help their families. We are all learning as we struggle to live in the midst of a pandemic. The question is, how do we support meaningful learning during this crisis? For Penuel, this moment offers a great opportunity to re-imagine education to focus on what really matters and to explore new ways of relating to families, the school and the community. The big challenge is that the pandemic does not recognize the limits of traditional school subjects. Teaching at the present time implies an interdisciplinary model that achieves an affective response from students towards what they are experiencing and learning. Learning has always had an affective response, an interiorization linked to what interests us and who we are. The present moment makes it more difficult than ever to ignore it. Rising to the challenge means seeing students in all their dignity as human beings, capable of great ingenuity and resourcefulness in the face of a global crisis.<\/span><\/p>\n<\/div>

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In reference to how to design effective learning while schools are closed, Penuel believes that we must learn together, which means contributing what we can and studying what emerges if appropriate. We may not all feel comfortable designing new schools, but it is clear that we should not keep the same ideas or ask the same questions as before the COVID. While we are creating resources to help teachers adapt curriculum materials to different settings, we are focusing primarily on how educators and students should relate, not on specific content, as the most important thing right now is to nurture respectful and caring relationships with students and families. When schools are reopened, it will be necessary to help create welcoming communities that are able to meet the needs of students.<\/p>\n<\/div>

What works in online\/distance teaching and learning?<\/h3>\n

The following summarizes the Spotlight published by Aitsl<\/a> with the best educational practices, according to scientific evidence, for an online pedagogical model. All of them are preceded by studies that guarantee their benefits in the learning and welfare of students, teachers and their families.<\/p>\n

Parents cannot replace teachers as they lack knowledge and experience. In order for students not to decrease their performance it is critical that parents and teachers work together to implement successful solutions. At this point it is important to remember that learning is present in different contexts, including at home, and that quality in education does not always involve the academic and structured. Despite the barriers to online learning, such as lack of social activity or lack of preparation of students for self-regulation, there are many measures that teachers, schools, students and parents can take to support effective distance learning.<\/span><\/p>\n<\/div>

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Tips for teachers<\/h3>\n

The following principles address the aspects of online learning that are most critical to maximizing learning outcomes and experience.<\/p>\n

1. Principles of quality assurance in distance learning<\/p>\n

Online\/distance education works best as a dynamic system of interrelated components, which vary according to context (Holmberg, 2005). All components together create a pedagogically guided learning community that allows for flexible delivery of tasks and activities. (Picciano, 2017). The components can be adapted, combined or excluded as needed. This model allows teachers to customize tasks to achieve curricular goals and to monitor each student individually.<\/p>\n<\/div>

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All planning should consider the three types of interaction: student-content, student-pupil, student-teacher. The elements work together, for example: an online content can be a collaborative exercise for a group of learners, include a discussion and subsequent reflection.<\/p>\n

Another basic consideration is the evaluation and monitoring of learners which should be an essential part of the planning of each task.<\/p>\n

There are many video conferencing tools and virtual learning environments that fit well with this model.<\/p>\n

In this link of UNESCO<\/a> you can access to many solutions.<\/p>\n<\/div>

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2. The importance of the teacher’s presence online<\/p>\n

According to a research study on MOOCs “The presence of the teacher during the course, his interactions with the students and the quality of the videos presented are determining factors for the completion of the course”. (Gregori, Zhang, Galv\u00e1n-Fern\u00e1ndez and De As\u00eds Fern\u00e1ndez-Navarro, 2018).<\/p>\n

The teacher’s presence must be continuous, meaningful and supportive. Due to the alternation between asynchronous and synchronous activities, it is vital for students to know when and how they can access the help of the teacher. A good approach would be (California Department of Education):<\/p>\n