Charania Amina, Bakshani Uchita, Paltiwale Sumegh, Kaur Ishmeet, Nasrin Nikhat
Center of Excellence in Teacher Education Tata Institute of Social Sciences Mumbai India.
Br J Educ Technol. 2021 Jul;52(4):1478-1493. doi: 10.1111/bjet.13111. Epub 2021 May 16.
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.
本文报告了一项关于印度东部公立中学教师和学生在新冠疫情封锁期间（CLP）使用的教学策略的研究。这些教学策略根据其与一项名为“教育技术综合方法”（ITE）倡议的参与情况进行了分析。ITE在封锁前的参与包括使用基于项目的学习（PBL）和技术，并为教师提供持续的、基于实践的专业发展，重点是将建构主义技术应用融入其课程和教学法中。对教师的一项调查和访谈显示，在封锁前参与ITE程度较高的教师在封锁期间更有可能使用基于项目的学习和技术。学生访谈表明，这种基于项目的学习涉及深入研究和技术技能，在封锁期间也使用远程技术进行了实践。因此，该研究展示了ITE创新在远程模式中的适应性；在封锁期间引入网络探究提高了教师在封锁期间参与基于项目的教学和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方法在诸如封锁期间等新背景下的可持续性。
