This paper reports a study on teaching and learning strategies during the COVID-19 lockdown period (CLP) that were used by the secondary government school teachers and students in Eastern India. These teaching and learning strategies were analysed in relation to their engagement with an initiative called Integrated approach to Technology in Education (ITE). ITE engagement in the pre-CLP involved using project-based learning (PBL) with technology and continuous, practise-based professional development for teachers focusing on integrating constructivist use of technology in their curriculum and pedagogy. A survey and interviews of teachers revealed that teachers with higher ITE engagement in the pre-CLP were more likely to use PBL with technology during the CLP. Students' interviews indicated that this PBL involved deep research and technical skills that were also practised during the CLP using distance technologies. Thus, the study demonstrated adaptation of ITE innovation into a distance mode; the introduction of WebQuests during the CLP improved the likelihood of teachers engaging in project-based teaching and PBL during the CLP. Policymakers, practitioners and researchers are recommended to adopt and continue to study the sustainability of ITE approach in new contexts such as the CLP.

中文翻译：

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在印度东部的 COVID-19 封锁中使用技术进行建构主义教学和学习

本文报告了一项关于 COVID-19 锁定期 (CLP) 期间教学和学习策略的研究，该策略由印度东部公立中学教师和学生使用。分析了这些教学和学习策略与他们参与一项名为“教育技术综合方法”(ITE) 的计划的关系。ITE 参与预 CLP 涉及使用基于项目的学习 (PBL) 与技术和持续的、基于实践的专业发展，为专注于将技术的建构主义使用整合到他们的课程和教学法中的教师。一项对教师的调查和访谈显示，在 CLP 之前的 ITE 参与度较高的教师更有可能在 CLP 期间将 PBL 与技术一起使用。学生' 采访表明，该 PBL 涉及深入的研究和技术技能，在 CLP 期间也使用远程技术进行了实践。因此，该研究证明了 ITE 创新适应远程模式；在 CLP 期间引入 WebQuests 提高了教师在 CLP 期间从事基于项目的教学和 PBL 的可能性。建议政策制定者、从业者和研究人员采用并继续研究 ITE 方法在 CLP 等新环境中的可持续性。