Were schools equipped to teach - and were students ready to learn - remotely?:
The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures affecting over a billion learners. Many educators have wor...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2020
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| Schriftenreihe: | PISA in Focus
no.108 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures affecting over a billion learners. Many educators have worked hard to sustain student learning and well-being. The form, intensity and success of those efforts vary across countries/economies, but digital technologies have emerged as a crucial prerequisite for success. Digital technologies offer the potential to provide new opportunities and alternative approaches for learning. They can shape what people learn, how they learn, where they learn and when they learn and, especially, the type of interactions between teachers and students. However, the COVID-19 crisis arose at a time when most education systems were unprepared to make the most of the potential of digital technologies. This PISA in Focus looks at how prepared schools and students were to be learning remotely. |
| Beschreibung: | 1 Online-Ressource (8 p.) |
| DOI: | 10.1787/4bcd7938-en |
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| spelling | Ikeda, Miyako VerfasserIn aut Were schools equipped to teach - and were students ready to learn - remotely? Miyako, Ikeda Paris OECD Publishing 2020 1 Online-Ressource (8 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier PISA in Focus no.108 The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures affecting over a billion learners. Many educators have worked hard to sustain student learning and well-being. The form, intensity and success of those efforts vary across countries/economies, but digital technologies have emerged as a crucial prerequisite for success. Digital technologies offer the potential to provide new opportunities and alternative approaches for learning. They can shape what people learn, how they learn, where they learn and when they learn and, especially, the type of interactions between teachers and students. However, the COVID-19 crisis arose at a time when most education systems were unprepared to make the most of the potential of digital technologies. This PISA in Focus looks at how prepared schools and students were to be learning remotely. Education FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/4bcd7938-en Volltext |
| spellingShingle | Ikeda, Miyako Were schools equipped to teach - and were students ready to learn - remotely? Education |
| title | Were schools equipped to teach - and were students ready to learn - remotely? |
| title_auth | Were schools equipped to teach - and were students ready to learn - remotely? |
| title_exact_search | Were schools equipped to teach - and were students ready to learn - remotely? |
| title_full | Were schools equipped to teach - and were students ready to learn - remotely? Miyako, Ikeda |
| title_fullStr | Were schools equipped to teach - and were students ready to learn - remotely? Miyako, Ikeda |
| title_full_unstemmed | Were schools equipped to teach - and were students ready to learn - remotely? Miyako, Ikeda |
| title_short | Were schools equipped to teach - and were students ready to learn - remotely? |
| title_sort | were schools equipped to teach and were students ready to learn remotely |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/4bcd7938-en |
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