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The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption
Technology, Pedagogy and Education ( IF 3.870 ) Pub Date : 2020-12-29 , DOI: 10.1080/1475939x.2020.1866654
Christine Greenhow 1 , Cathy Lewin 2 , K. Bret Staudt Willet 1
Affiliation  

ABSTRACT

In spring 2020, K–12 schools adopted remote learning amidst the Covid-19 pandemic. Using activity theory, the authors examine the educational response to this global health crisis in the United States and the United Kingdom. Data are drawn from key news media publications in each country between 1 February and 31 May 2020. The authors critically examine the tensions and contradictions within and between interrelated systems (schooling, educational policy, home learning). They consider how remote digital pedagogy was perceived and enacted by different stakeholders: teachers, parents, policymakers. Tensions arose between digital pedagogy, system rules and teachers’ digital skills, leading to different experiences for students. The division of labour shifted; parental responsibility for managing children’s learning increased. Digital equity issues prevailed in both countries (technology access, social support), disadvantaging students from low-income families. National educational policy system responses were more coordinated in the UK than in the US.



中文翻译:

两个国家对 Covid-19 的教育反应:对初始数字教学法采用的批判性检查

摘要

2020 年春季,K-12 学校在 Covid-19 大流行期间采用了远程学习。作者使用活动理论研究了美国和英国对这场全球健康危机的教育反应。数据取自 2020 年 2 月 1 日至 5 月 31 日期间每个国家/地区的主要新闻媒体出版物。作者批判性地研究了相关系统(学校教育、教育政策、家庭学习)内部和之间的紧张和矛盾。他们考虑了不同利益相关者(教师、家长、政策制定者)​​如何看待和实施远程数字教学法。数字教学法、系统规则和教师的数字技能之间出现紧张关系,导致学生体验不同。分工转移;家长管理孩子学习的责任增加了。数字公平问题在两国普遍存在(技术获取、社会支持),这对来自低收入家庭的学生不利。与美国相比,英国的国家教育政策系统反应更加协调。

更新日期:2020-12-29
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