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Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE

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Book cover Addressing Global Challenges and Quality Education (EC-TEL 2020)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 12315))

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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.

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Acknowledgements

The authors would like to thank all the teachers who participated in the survey. 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. Hernández-Leo acknowledges the support by ICREA under the ICREA Academia programme.

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Authors and Affiliations

  1. Universitat Pompeu Fabra, Barcelona, Spain

    Laia Albó, Marc Beardsley, Judit Martínez-Moreno, Patricia Santos & Davinia Hernández-Leo

Authors
  1. Laia Albó
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  2. Marc Beardsley
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  3. Judit Martínez-Moreno
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  4. Patricia Santos
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  5. Davinia Hernández-Leo
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Corresponding author

Correspondence to Laia Albó .

Editor information

Editors and Affiliations

  1. Universidad Carlos III de Madrid, Leganés (Madrid), Spain

    Carlos Alario-Hoyos

  2. Tallinn University, Tallinn, Estonia

    María Jesús Rodríguez-Triana

  3. Open University Netherlands, Heerlen, The Netherlands

    Maren Scheffel

  4. Trinity College Dublin, Dublin, Ireland

    Inmaculada Arnedillo-Sánchez

  5. Graz University of Technology and Know-Center, Graz, Austria

    Sebastian Maximilian Dennerlein

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Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., Hernández-Leo, D. (2020). Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE. In: Alario-Hoyos, C., Rodríguez-Triana, M.J., Scheffel, M., Arnedillo-Sánchez, I., Dennerlein, S.M. (eds) Addressing Global Challenges and Quality Education. EC-TEL 2020. Lecture Notes in Computer Science(), vol 12315. Springer, Cham. https://doi.org/10.1007/978-3-030-57717-9_23

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  • DOI: https://doi.org/10.1007/978-3-030-57717-9_23

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-57716-2

  • Online ISBN: 978-3-030-57717-9

  • eBook Packages: Computer ScienceComputer Science (R0)

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