Code Jillianne, Ralph Rachel, Forde Kieran
Faculty of Education, University of British Columbia, Vancouver, Canada.
Can J Sci Math and Technol Educ. 2022;22(1):170-189. doi: 10.1007/s42330-022-00191-9. Epub 2022 Feb 25.
The way individuals interpret and reinterpret their experience is central to meaning-making and impacts teaching and learning. Grounded in Mezirow's transformative learning theory, this research explores whether pandemic-related emergency remote teaching manifested as a "disorienting dilemma" for technology educators. Teachers negotiated curricular outcomes between physical aspects of making and doing, as well as creative problem solving through design, resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation, and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students. In conditions of fear and trauma, little is known about the impact a chaotic way of being has on learners and educators. While we cannot predict what the "new normal" will look like for schools, and what the long-term effects of emergency remote teaching will be, our research demonstrates that the disorienting dilemma COVID-19 presents will continue to shape the pandemic transformed pedagogy of technology educators.
个体解读和重新解读自身经历的方式对于意义建构至关重要，并会影响教学与学习。本研究以梅齐罗的变革性学习理论为基础，探讨与疫情相关的应急远程教学是否对技术教育工作者构成了一种“迷失方向的困境”。教师们在制作和实践的实体层面以及通过设计进行创造性问题解决之间协商课程成果，从而形成了一种因疫情而转变的教学法。主题分析表明，由于沟通减少、学生积极性和参与度降低，制作和实践受到了严重挑战。然而，教育工作者最为担忧的是，他们最脆弱和最易受影响的学生在公平性和获取资源方面的差距进一步加大。在恐惧和创伤的情况下，对于一种混乱的生存方式对学习者和教育工作者的影响知之甚少。虽然我们无法预测学校的“新常态”会是什么样子，也无法预测应急远程教学的长期影响，但我们的研究表明，新冠疫情带来的迷失方向的困境将继续塑造因疫情而转变的技术教育工作者的教学法。
