Breaking the Mold: How a Global Pandemic Unlocks Innovation in K-12 Instruction

Autor/in	Arnett, Thomas
Institution	Clayton Christensen Institute for Disruptive Innovation
Titel	Breaking the Mold: How a Global Pandemic Unlocks Innovation in K-12 Instruction
Quelle	(2021), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Pandemics; COVID-19; Elementary Secondary Education; School Closing; Educational Technology; Electronic Learning; Blended Learning; Online Courses; Distance Education; Teacher Attitudes; Administrator Attitudes; Teaching Methods; Educational Practices; Barriers; Access to Computers; Student Centered Learning; Virtual Schools; Conventional Instruction; Instructional Materials; Educational Resources; Teaching Experience; Disease Control; Access to Education; Faculty Development + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrmaterial; Lehrmittel; Bildungsmittel; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Practically overnight, the spread of COVID-19 caused a sudden shutdown of classroom-based instruction--the centuries-old emblem of formal education. Fortunately, the capabilities of the technological era--in which broadband connectivity, mobile communication, and video conferencing are increasingly common--meant that for the first time in world history, schools have had a substantive way to keep learning going while brick-and-mortar school buildings are shuttered. Nonetheless, by most accounts, the transition has not been easy. The Christensen Institute has spent the last decade studying trends in online and blended learning out of interest in their potential to enable student-centered learning. The Christensen Institute has launched what will be a series of nationally-representative surveys of teachers and education administrators that will capture snapshots of instructional practices during the pandemic. The complete findings from the first survey, along with details about the survey methodology and sample, are available in an accompanying report. This brief highlights interesting findings from the first survey, discusses trends in instructional practice that could redefine education in years to come, and offers theory-based insights and recommendations for both powering through the pandemic and evolving toward a more student-centered future. [This report was prepared in partnership with Bay View Analytics. For the companion report, "Fall 2020 National Online and Blended Learning Survey," see ED610664.] (ERIC).
Anmerkungen	Clayton Christensen Institute for Disruptive Innovation. 425 Broadway Street, Redwood City, CA 94063. Tel: 650-887-0788; e-mail: info@christenseninstitute.org; Web site: http://www.christenseninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01