The book not only provides empirical evidence of challenges faced by educators and learners during COVID-19 but also gives fresh insights on how educators and education administrators may act proactively to prepare for an emergency situation.
The school year of 2020 was unlike any other. Globally, the outbreak of COVID-19 impacted leaners and educators in all levels. Many learners were forced to rapidly transit from face-to-face to online learning, while educators were required to hastily convert in-person to online delivery mode. What challenges did the educators and learners face and what were the possible solutions? How can technology as a tool be used to enhance teaching and maximize student learning when an emergency occurs? This book addresses these two questions. With contributions from international scholars, the book begins by providing the context of COVID-19 and a brief introduction of five empirical studies included in the book as well as suggesting directions for future research. Subsequent chapters represent a variety of research approaches and perspectives from learners, educators, and parents of learners, but all share a common focus on challenges faced by educators and learners as well as opportunities to use technology as a tool to maximize student learning during a worldwide pandemic.
Technology's Challenges and Solutions in K-16 Education during a Worldwide Pandemic will be a key resource for educators, academics, researchers, and students of Education, Instructional Design and Technology, Educational Leadership and Policy, Educational Research, Educational Technology, Research Methods and Sociology, STEM Education, and Curriculum and Instruction.The chapters included in this book were originally published as a special issue of Computers in the Schools.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Postgraduate and Undergraduate
Maße
Höhe: 260 mm
Breite: 183 mm
Dicke: 13 mm
Gewicht
ISBN-13
978-1-032-56948-2 (9781032569482)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Li-Ting Chen is Associate Professor of Quantitative Methods and Learning Sciences, University of Nevada, Reno. She teaches courses on research methods, educational measurement and statistics, and instructional design. Her research focuses on online teaching and learning, effect size estimation and reporting, and single-case research methodology.
Leping Liu is Professor of Information Technology and Statistics, University of Nevada, Reno. Her research focuses on developing and validating static and dynamic models for technology integration, instructional design, online teaching and learning, and evaluation and assessment. She also initiated and examined the model and methods to conduct data-driven dynamic assessment in technology-based learning.
Karen Pugh is Doctoral Candidate in Information Technology in Education, University of Nevada, Reno. She is the internal evaluator with the Nevada GEAR UP program, Nevada Department of Education, analyzing and reporting for over 12,000 middle and high school students throughout the state. Her research interests are in instructional video production and distribution for K-12 as well as adult education.
Herausgeber*in
University of Nevada, Reno
College Of Education, Reno, NV, USA
University of Nevada, USA
1.Online Teaching and Learning under COVID-19: Challenges and Opportunities 2. Going Online during a National Emergency: What College Students Have to Say 3. Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace amid the Pandemic? 4. Employing Google Classroom to Teach Female Students during the COVID-19 Pandemic 5. Using Multilayer Videos for Remote Learning: Videos of Session Guidance, Content Instruction, and Activity 6. Path Analysis of Internal and External Factors Associated with Parental Satisfaction over K-12 Online Learning
