Analysis of emergency remote teaching in formal education: crosschecking three contemporary techno-pedagogical frameworks

Ronen  Kasperski; Erez  Porat; Ina Blau

doi:10.25304/rlt.v31.2982

Ronen Kasperski Sha’anan Religious College of Education, Gordon Academic College of Education, Haifa, Israel
Erez Porat The NB Haifa School of Design, Haifa, Israel
Ina Blau Department of Education and Psychology, The Open University of Israel, Ra’anana, Israel

DOI: https://doi.org/10.25304/rlt.v31.2982

Keywords: emergency remote teaching, COVID-19 pandemic, information and communication technology, e-learning, online learning, digital pedagogy

Abstract

During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers’ reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers’ professional development necessary for effective remote teaching in both emergency and routine times.

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