what is the role of multimedia technologies in online school level education system during Covid-19 pandemic
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Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic:
Technology, Pedagogy and Education
When the Covid-19 pandemic swept across the world in 2020, schools closed and education was moved to students’ homes. Consequently, many countries faced the challenge of an unanticipated and accelerated move to online learning. This represents a crucial time to consider technology, pedagogy and education. Digital technology played a significant role in enabling teachers to teach students at a distance using tools that enabled both synchronous and asynchronous communication with whole class, groups and individual children or young people; access to learning materials; and interactive and collaborative activities. This special issue examines how jurisdictions worldwide responded, the emerging opportunities and considerations; and what we can learn moving forward for the contemporary role of technology in education in times of crisis.
The call for the special issue resulted in 118 abstracts being received by the April 2020 deadline. The editors acknowledge all the researchers who submitted proposals. The 11 articles selected for this issue report studies undertaken rapidly in the first months of the pandemic from a range of contexts, using differing methodologies and which focus on various aspects including national policies and the experiences of parents, students, teachers and school leaders. The contexts include Afghanistan, Australia, Germany, Ireland, Italy, Kazakhstan, Libya, New Zealand, Palestine, Spain, Turkey, United States and the United Kingdom (UK). Examining the situation in different countries reveals themes of digital inequities, the influence of context, the need for emergency planning, and how technology mediates the role of parents, teachers and students in the process of learning, wellbeing and motivation.
Two specific contexts are examined in the first article by using document analysis methodology. US and UK media reports identified the tensions and contradictions within and between schooling, educational policy and home-learning during the Covid-19 period. The authors identified digital equity issues in both contexts with a greater coordinated response occurring in the UK national educational policy system than in the US, where parents received less support (Greenhow et al., 2020).
The second article in this special issue examines parental perception of the quality of learning their children received during Covid-19. In Kazakhstan, the state provided resources through print and television broadcasts to increase access to learning. Children experienced learning in different modes with combinations of text material, television broadcasts and online interactions (Bokayev et al., 2021). Older parents, those with higher family income and those with fewer children reported greater satisfaction. A tension that some parents reported was whether to follow public health recommendations or to allow their children to socialise to preserve their motivation and emotional wellbeing. The study identified a statistically significant association between parents’ satisfaction with the quality of education and their assessment of teacher competence and the level of government readiness to support learning at home during lockdown.
Australian students, parents and teachers were interviewed to examine their experience of learning when schools were closed. The third article compares emergency online learning against deliberate and well-designed online teaching (Ewing & Cooper, 2021). The researchers found a lack of social interaction was a major challenge for many students, and teachers recognised this and prioritised engaging students by adjusting teaching practices for online interactions and engagement. However, the emergency technology adoption in schools did not enable the purposeful integration of technology, which likely limited the effectiveness of online learning. Technology was found to be enabling and constraining but not engaging. While students engaged with content, they did not achieve other aspects for effective online learning such as social, cognitive and teaching presence and supporting discourse. Motivation and engagement in learning was also a key theme identified through a survey of senior secondary students from New Zealand (Yates et al., 2020). The students in this study reported that authenticity and collaboration facilitated their learning, and they valued supportive pedagogies and motivational strategies which enabled their academic progress and enhanced wellbeing..
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