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Emergency remote teaching: capturing teacher experiences in Spain with SELFIE

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dc.contributor.author Albó, Laia
dc.contributor.author Beardsley, Marc
dc.contributor.author Martínez Moreno, Judit
dc.contributor.author Santos Rodríguez, Patrícia
dc.contributor.author Hernández Leo, Davinia
dc.date.accessioned 2020-09-15T08:00:00Z
dc.date.issued 2020
dc.identifier.citation Albó L, Beardsley M, Martínez-Moreno J, Santos P, Hernández-Leo D. Emergency remote teaching: capturing teacher experiences in Spain with SELFIE. In: Alario-Hoyos C, Rodríguez-Triana MJ, Scheffel M, Arnedillo-Sánchez I, Dennerlein SM, editors. Addressing Global Challenges and Quality Education. 15th European Conference on Technology Enhanced Learning, EC-TEL 2020; 2020 Sep 14-18; Heidelberg, Germany. Cham: Springer; 2020. p. 318-31. (LNCS; 12315). DOI: 10.1007/978-3-030-57717-9_23
dc.identifier.isbn 978-3-030-57716-2
dc.identifier.issn 0302-9743
dc.identifier.uri http://hdl.handle.net/10230/45287
dc.description Comunicació presentada a: the 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, celebrada del 14 al 18 de setembre de 2020 a Heidelberg, Alemanya.
dc.description.abstract COVID-19 thrust teachers into emergency online pedagogy. Teachers had to rapidly digitize their practices. A week into compulsory online teaching, we captured a snapshot of teacher experiences to identify their impressions of support received and the challenges they faced in relation to teaching remotely. We conducted a survey study with primary and secondary school teachers in Spain. 67 teachers completed an adapted version of SELFIE to measure the way digital technologies are used for teaching. Respondents were directed to mark two responses to each survey item to reflect the situations both before and during the pandemic. Results indicate that during the pandemic teachers had more training opportunities, found online professional training to be of greater use, and gained confidence in using a wide variety of technologies for both teaching and communicating with parents and students. However, the digital divide among students and a lack of technical resources and support affected their abilities to carry out online education effectively. Our study highlights teachers’ perspectives on the rapid advancement of digital competences and technology in education. Information that can inform TEL research and interventions.
dc.description.sponsorship This work has been partially funded by the EU Regional Development Fund, the National Research Agency of the Spanish Ministry of Science, Innovation and Universities and Erasmus+, under project grants TIN2017-85179-C3-3-R, 2019-1-FI01-KA201-060881, 2019-1-ES01-KA201-065279. D.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Springer
dc.relation.ispartof Alario-Hoyos C, Rodríguez-Triana MJ, Scheffel M, Arnedillo-Sánchez I, Dennerlein SM, editors. Addressing Global Challenges and Quality Education. 15th European Conference on Technology Enhanced Learning, EC-TEL 2020; 2020 Sep 14-18; Heidelberg, Germany. Cham: Springer; 2020. p. 318-31.
dc.rights © Springer The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-030-57717-9_23
dc.title Emergency remote teaching: capturing teacher experiences in Spain with SELFIE
dc.type info:eu-repo/semantics/conferenceObject
dc.identifier.doi http://dx.doi.org/10.1007/978-3-030-57717-9_23
dc.subject.keyword Emergency remote teaching
dc.subject.keyword COVID-19
dc.subject.keyword SELFIE
dc.subject.keyword Digital skills
dc.subject.keyword Teacher professional development
dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/acceptedVersion

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