Pandemic, a Catalyst for Change: Strategic Planning for Digital Education in English Secondary Schools, before during and Post COVID

Autor/inn/en	Baxter, Jacqueline; Floyd, Alan; Jewitt, Katharine
Titel	Pandemic, a Catalyst for Change: Strategic Planning for Digital Education in English Secondary Schools, before during and Post COVID
Quelle	In: British Educational Research Journal, 49 (2023) 2, S.329-351 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baxter, Jacqueline) ORCID (Floyd, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3845
Schlagwörter	COVID-19; Pandemics; Distance Education; Electronic Learning; Technology Uses in Education; Foreign Countries; Secondary Schools; Educational Strategies; Mental Health; Educational Attainment; Instructional Leadership; Educational Planning; Barriers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Sekundarschule; Lehrstrategie; Psychohygiene; Bildungsabschluss; Bildungsgut; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsplanung
Abstract	Following lockdowns in 2020 owing to COVID-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01