| Title: |
Pandemic Designs for the Future: Perspectives of Technology Education Teachers during COVID-19 |
| Language: |
English |
| Authors: |
Code, Jillianne; Ralph, Rachel; Forde, Kieran |
| Source: |
Information and Learning Sciences. 2020 121(5-6):419-431. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
COVID-19; Pandemics; Distance Education; Blended Learning; Teaching Methods; Barriers; Experiential Learning; Student Motivation; Program Effectiveness; Secondary School Teachers; Foreign Countries; Competence; Equal Education; Sustainability; School Closing; Vocational Education; STEM Education |
| Geographic Terms: |
Canada |
| DOI: |
10.1108/ILS-04-2020-0112 |
| ISSN: |
2398-5348; 2398-5356 |
| Abstract: |
Purpose: The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers' abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession? Design/methodology/approach: A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006). Findings: The analysis revealed that the switch to ERT impacted the teachers' ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE's future and sustainability if offered completely online. Originality/value: This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1362491 |
| Database: |
ERIC |