Teachers' digital pedagogies during the emergency remote school lockdowns in Australia

Kearney, M; Burden, K; Schuck, S

Teachers' digital pedagogies during the emergency remote school lockdowns in Australia

Kearney, M

Burden, K Schuck, S

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Publication Type:: Chapter
Citation:: A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic, 2022, pp. 215-220
Issue Date:: 2022-09-20

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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	Schuck, S
dc.date.accessioned	2022-09-20T02:24:14Z
dc.date.available	2022-09-20T02:24:14Z
dc.date.issued	2022-09-20
dc.identifier.citation	A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic, 2022, pp. 215-220
dc.identifier.isbn	978-1-939797-63-6
dc.identifier.uri	http://hdl.handle.net/10453/161910
dc.description.abstract	This paper examines digital teaching approaches adopted by Australian teachers in an emergency remote schooling period occurring during the pandemic. We examine these practices using a digital pedagogical framework presented in our 2020 chapter that highlights the features of personalisation, authenticity and collaboration. Data were collected from four case schools that were selected because of their reputation for effective management of student learning and wellbeing during this remote teaching period. Findings reveal that despite minimal preparation time, teacher participants from the case schools found ways of designing and implementing digital learning tasks that leveraged student agency and collaboration, and where possible, elements of authentic learning. Teachers’ confidence levels with new digital pedagogies improved during this period, and many practices continued upon return to normal schooling.
dc.format.extent	38
dc.language	en
dc.relation	The Association of Independent Schools of New South Wales Ltd
dc.relation.ispartof	A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic
dc.rights	A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic by Association for the Advancement of Computing in Education (AACE) is licensed under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International License, except where otherwise noted.
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Teachers' digital pedagogies during the emergency remote school lockdowns in Australia
dc.type	Chapter
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
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-09-20T02:24:13Z
pubs.publication-status	Published online

Abstract:

This paper examines digital teaching approaches adopted by Australian teachers in an emergency remote schooling period occurring during the pandemic. We examine these practices using a digital pedagogical framework presented in our 2020 chapter that highlights the features of personalisation, authenticity and collaboration. Data were collected from four case schools that were selected because of their reputation for effective management of student learning and wellbeing during this remote teaching period. Findings reveal that despite minimal preparation time, teacher participants from the case schools found ways of designing and implementing digital learning tasks that leveraged student agency and collaboration, and where possible, elements of authentic learning. Teachers’ confidence levels with new digital pedagogies improved during this period, and many practices continued upon return to normal schooling.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/161910