Contribution of the Emergence of Distance Learning in Times of the COVID-19 Pandemic: Perspectives of Pre-school and Primary School Teachers

2021 ◽  
pp. 871-881
Author(s):  
Teresa Santos ◽  
Palmira Alves ◽  
Susana Sá
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
School Teachers ◽  
Primary School Teachers

Problems and Prospects of Training Primary School Teachers to use Distance Learning Technologies in the Regions

2020 ◽  
Author(s):  
О.А. Горбатова
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Learning Technologies ◽  
School Teachers ◽  
Primary School Teachers ◽  
Modern Education ◽  
Distance Learning Technologies

в статье рассматриваются проблемы современного образования и перспективы подготовки учителя начальной школы организовать дистанционное обучение в регионе. the article discusses the challenges of modern education and the ability of primary school teachers to organize distance learning in the region.

scholarly journals HOW TO ORGANIZE YOURSELF: EXTERNAL EVALUATION OF DISTANCE LEARNING AND DISTANCE TEACHING

2021 ◽  
pp. 186-196
Author(s):  
Константин Борисович Егоров ◽  
Вера Анатольевна Захарова
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Self Management ◽  
Distance Teaching ◽  
External Evaluation ◽  
Management Skills ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Assessment Skills

Дается независимая оценка преимуществам и недостаткам в формировании регулятивных умений младших школьников и умений самоорганизации учителей в дистанционном обучении в период пандемии в 2020 г. Экстренный переход на дистанционное обучение вызвал трудности в преподавании и учении. Во многом эти сложности обусловлены недостаточным уровнем регулятивных умений учеников и учителей. Сопоставляются результаты двух эмпирических исследований, проведенных Пермским государственным гуманитарно-педагогическим университетом: диагностики регулятивных умений младших школьников в 2018–2021 гг. и оценки учителями начальных классов проблем самоорганизации в период дистанционного обучения в 2020 г. По итогам независимой оценки предложены рекомендации по развитию профессиональных компетенций учителей начальных классов. The purpose of the article is an external evaluation of the advantages and disadvantages of the primary school students’ self-management skills and teachers’ self-management skills during the distance learning time of pandemic-2020. The emergency transition to distance learning has caused difficulties in teaching and learning. Probably these difficulties are due to the insufficient level of students’ and teachers’ self-management skills. Data includes the results of two empirical studies carried out by the Perm State Humanitarian Pedagogical University. First, results of diagnostics of the primary school students’ self-management skills in 2018–2021 years. Students of the 2nd, 3rd and 4th grades of Perm region schools participated in the diagnosis. Criterion-oriented diagnostics based on everyday situations in the logic of functional literacy assessment. Secondly, primary school teacher’s self-assessment of the problems of organizing distance learning during the pandemic-2020. A focus group of 79 primary school teachers took part in the semi-structured Internet survey. The results of the study show that primary school teachers were not ready for distance teaching. The teachers’ work time has increased, caused by mastering distance tools and new conditions for self-regulation. The need of special attention for self-management students’ skills was identified. Certain students’ self-management skills were important for distance learning, such as planning, self-control and self-esteem, the choice of effective methods of action. The teacher’ training also is required to be focused on assessment skills, applying of automated control tools, developing of students’ self- and peer- assessment skills in a digital environment. Based on the results of an external evaluation, the authors suggest developing the primary school teachers’ professional competencies.

scholarly journals Learning to watch TV: the experience of teaching a media through another media

Comunicar ◽  
2005 ◽  
Vol 12 (24) ◽  
pp. 90-96
Author(s):  
Morella Alvarado-Miquilena
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Learning Experience ◽  
Media Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educación A Distancia

This paper makes a brief description of a distance learning experience. It has been promoted by some research of the Institute of Communication (ININCO) based on the project named «Media, Education and Communication». The purpose of the virtual lesson «Learning to watch TV» is to train primary school teachers from an educommunicative perspective. It is part of the curriculum of education for the creative use of television. En el presente trabajo se hace una breve descripción de una experiencia de educación a distancia, promovida por el Instituto de Investigaciones de la Comunicación (ININCO), y que pertenece a la línea de investigación «medios, educación y comunicación». El aula virtual «Aprender a ver TV», se propone capacitar docentes de educación básica desde una perspectiva edu-comunicativa y se imparte dentro del bloque de materias de la especialización: «Educación para el uso creativo de la televisión».

scholarly journals MOOC: PLATFORMS OF PROFESSIONAL SELF-DEVELOPMENT OF PRIMARY SCHOOL TEACHERS OF ENGLISH

2021 ◽  
pp. 33-38
Author(s):  
Olena Beskorsa
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Theoretical Research ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self

The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

scholarly journals The Reality of Distance Education for Science and English language courses in light of the Corona pandemic from the point of view of primary school teachers in Jordan: واقع التعليم عن بُعد لمقررات العلوم واللغة الإنجليزية في ظل جائحة كورونا من وجهة نظر معلمي المرحلة الأساسية في الأردن

2021 ◽  
Vol 5 (8) ◽  
Author(s):  
Magda Khalf Alsubue, Abdul-Razzaq Abdul-Hafiz Dalabih, Anas
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
English Language ◽  
Point Of View ◽  
School Teachers ◽  
Government Schools ◽  
Primary School Teachers ◽  
Academic Qualification ◽  
Teachers And Students ◽  
Language Courses

The study aimed to identify the reality of distance learning in teaching science and the English language in light of the Corona pandemic from the point of view of primary school teachers in Jordan in Karak Governorate, and the study was based on the descriptive and analytical approach, and the study population consisted of 280 teachers working in basic government schools in the governorate of Karak, the study sample reached (74) male and female teachers, who were randomly selected. The results of the study showed that the degree of employing distance learning for elementary school teachers in Jordan (Karak Governorate) was high, with a mean (3.89). The results also showed that there are no statistically significant differences in the reality of distance learning according to the variables (gender, academic qualification, and job experience), and the study recommended the necessity of providing devices for distance learning, providing the Internet for all students and teachers, and holding courses and workshops for teachers and students to enlighten them of the importance of this system.

scholarly journals Organization of Mathematical Distance Learning in Primary School

2021 ◽  
pp. 1-23
Author(s):  
Svitlana Skvortsova ◽  
Tetiana Britskan
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Online Survey ◽  
Virtual Classroom ◽  
School Teachers ◽  
Online Services ◽  
Primary School Teachers ◽  
Internet Resources ◽  
Primary Schoolchildren ◽  
Interactive Exercises

The article is devoted to researching the problem of using ICT by primary school teachers in teaching mathematics, in particular during distance learning caused by the COVID-19 pandemic. The results of comparative analysis of the most common online services are presented in three categories: 1) services for creating a virtual classroom and interactive exercises and other educational content (LearningApps, Google Classroom, Classtime, and Classdojo); 2) services for organizing a distance lesson (Padlet); 3) services for conducting a distance lesson in the form of a conference (Zoom, Skype, Microsoft Teams). The generalized results of the online survey of Ukrainian primary school teachers on the use of these online services in mathematics lessons are presented. Furthermore, methodological recommendations for the use of selected online services are reflected in the developed e-course “Internet resources for creating mathematical learning and game content for primary schoolchildren”.

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