The new reality in education: Teaching/learning strategies for teachers during the COVID-19 pandemic lockdown in Extremadura. Resources and difficulties
DOI:
https://doi.org/10.55040/educa.v5i1.141Keywords:
elementary education, e-learning, ICT, teaching, pandemicAbstract
The pandemic drastically altered the educational landscape, forcing both teachers and students into home confinement and relying on electronic devices to continue lessons. Initially thought to be temporary, the shift to remote learning extended indefinitely. This sudden change required teachers to adapt to technology, with varying levels of experience. This research aimed to evaluate the platforms used, the general situation of students, assessment methods, resources, and the specific context of teaching English as a Foreign Language. It also explored primary school teachers' self-awareness regarding their performance as distance educators and their readiness for sudden changes in teaching methods. Data were gathered through an electronic questionnaire. Results indicate that teachers faced a higher workload compared to regular classes, with most having little prior experience with ICTs, feeling only temporarily prepared. However, the majority viewed learning outcomes as positive and felt they adapted well to the new circumstances.
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