An examination of teachers’ digital practices during school lockdowns.

Kearney, M; Burden, K; Burke, P

An examination of teachers’ digital practices during school lockdowns.

Kearney, M

Burden, K Burke, P

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Publisher:: Association for the Advancement of Computing in Education (AACE)
Publication Type:: Conference Proceeding
Citation:: https://www.learntechlib.org/primary/j/EDMEDIA/v/2022/n/1/, 2022, 22, (1), pp. 813-818
Issue Date:: 2022-06-20

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Field	Value	Language
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.contributor.author	Burden, K
dc.contributor.author	Burke, P
dc.contributor.editor	Bastiaens, T
dc.date	2022-06-20
dc.date.accessioned	2022-08-29T06:40:21Z
dc.date.available	2022-08-29T06:40:21Z
dc.date.issued	2022-06-20
dc.identifier.citation	https://www.learntechlib.org/primary/j/EDMEDIA/v/2022/n/1/, 2022, 22, (1), pp. 813-818
dc.identifier.isbn	978-1-939797-62-9
dc.identifier.uri	http://hdl.handle.net/10453/161041
dc.description.abstract	This paper provides insights into how mobile devices were used to support students’ learning (mobile learning) during school lockdowns. It draws on teachers’ views captured in surveys from two international projects. The first project tracks mainstream school teachers’ pedagogical practices with mobile devices (mobile pedagogies) before, during and after the pandemic. The second project examines mobile pedagogies adopted by teachers of students with disabilities in the same period. Both projects use a validated survey instrument to examine practices through the lens of a sociocultural digital framework that highlights the distinctive mobile pedagogies of personalization, authenticity and collaboration. A subset of the data from across the projects is analysed. These data comprise survey responses from teachers (n=141) who reported on their adopted practices during school lockdowns. Findings provide an understanding of mobile pedagogies during this challenging period, particularly practices supporting student agency. Future research and professional learning directions are provided.
dc.language	en
dc.publisher	Association for the Advancement of Computing in Education (AACE)
dc.relation	European Commission
dc.relation	http://purl.org/au-research/grants/arc/DP150101214
dc.relation.ispartof	https://www.learntechlib.org/primary/j/EDMEDIA/v/2022/n/1/
dc.rights	info:eu-repo/semantics/openAccess
dc.title	An examination of teachers’ digital practices during school lockdowns.
dc.type	Conference Proceeding
utslib.citation.volume	22
utslib.location.activity	New York City, NY, United States
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-08-29T06:40:20Z
pubs.finish-date	2022-06-23
pubs.issue	1
pubs.place-of-publication	Waynesville, NC, US
pubs.publication-status	Published
pubs.start-date	2022-06-20
pubs.volume	22
utslib.citation.issue	1
dc.location	Waynesville, NC, US

Abstract:

This paper provides insights into how mobile devices were used to support students’ learning (mobile learning) during school lockdowns. It draws on teachers’ views captured in surveys from two international projects. The first project tracks mainstream school teachers’ pedagogical practices with mobile devices (mobile pedagogies) before, during and after the pandemic. The second project examines mobile pedagogies adopted by teachers of students with disabilities in the same period. Both projects use a validated survey instrument to examine practices through the lens of a sociocultural digital framework that highlights the distinctive mobile pedagogies of personalization, authenticity and collaboration. A subset of the data from across the projects is analysed. These data comprise survey responses from teachers (n=141) who reported on their adopted practices during school lockdowns. Findings provide an understanding of mobile pedagogies during this challenging period, particularly practices supporting student agency. Future research and professional learning directions are provided.

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http://hdl.handle.net/10453/161041