Online Instruction in the Face of COVID-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices

Autor/inn/en	Aldemir, Jale; Jambunathan
Titel	Online Instruction in the Face of COVID-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Quelle	In: Journal on School Educational Technology, 18 (2023) 4, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-2217
Schlagwörter	COVID-19; Pandemics; Online Courses; Early Childhood Teachers; Elementary School Teachers; Teaching Methods; Distance Education; Educational Technology; Teacher Student Relationship; Barriers; Administrator Role; Peer Influence; Coping; Urban Schools; Minority Group Students; Educational Needs; Student Evaluation; Students with Disabilities; Student Needs; Parent Participation + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewältigung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational need; Bildungsbedarf; Schulnote; Studentische Bewertung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elternmitwirkung
Abstract	The COVID-19 pandemic had significant impacts on every facet of society, and its implicit effects on education were felt most by younger learners. In this instrumental case study, the online remote teaching experiences of early childhood and early elementary teachers in a school district located in the Northeastern U.S. were surveyed. The results revealed that the teachers initially struggled to adapt to a multitude of technological tools and software offered, all the while trying to maintain a human connection with their students. The teachers encountered several issues during online remote learning, such as the availability of reliable internet and technology, students' home environment conditions, and a lack of knowledge regarding the pedagogical use of technology. The administrative and peer support helped them cope with the difficulties they experienced. The information from the study could be used to build a better alternative teaching infrastructure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01