Teachers' Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea?

Autor/inn/en	Jain, Samta; Lall, Marie; Singh, Anviti
Titel	Teachers' Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea?
Quelle	In: Contemporary Education Dialogue, 18 (2021) 1, S.58-89 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jain, Samta) ORCID (Lall, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/0973184920976433
Schlagwörter	COVID-19; Pandemics; Teacher Attitudes; Electronic Learning; Public Schools; Private Schools; Access to Education; Educational Technology; School Business Relationship; Equal Education; Foreign Countries; Access to Computers; Disadvantaged; Teaching Skills; Computer Literacy; Technology Uses in Education; India + Suchen Sie Ihr Suchwort? Lehrerverhalten; Public school; Öffentliche Schule; Private school; Privatschule; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtsmedien; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Computerkenntnisse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Indien
Abstract	COVID-19 has brought about changes to the education system that impact teachers in multiple ways. The article discusses the views of affected teachers under the three-gap framework: access, usage, and pedagogical skills gap. Between 29 April 2020, and 29 May 2020, an online survey was administered to 550 Delhi and National Capital Region (NCR) teachers, of which 288 responded. The data show that the inequalities between private schools and government schools are sharpened by the move to online education. This is compounded by the fact that students from economically weaker sections of society have become hard to reach, and teachers do not know how to support hard-to-reach students who are also severely affected by the pandemic. The data also show that teachers have not been trained in online pedagogies. Ed-Tech companies have been stepping in, presenting themselves as a panacea to the problem with further consequences to teachers' profession, standing, and livelihoods. However, Ed-Tech solutions are not relevant for hard-to-reach students or teachers in schools that serve hard-to-reach communities. The article first presents the voices of teachers affected by the pandemic and then critically examines the role of Ed-Tech companies, which pertain to fill the online pedagogical gap. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01