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

Publication Type:
A Retrospective of Teaching, Technology, and Teacher Education During the COVID-19 Pandemic, 2022, pp. 215-220
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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.
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