Education, the Science of Learning, and the COVID-19 Crisis

Autor/inn/en	Thomas, Michael S. C.; Rogers, Cathy
Titel	Education, the Science of Learning, and the COVID-19 Crisis
Quelle	In: Prospects: Quarterly Review of Comparative Education, 49 (2020) 1-2, S.87-90 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Michael S. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-020-09468-z
Schlagwörter	COVID-19; Learning; Educational Research; Pandemics; Home Schooling; Futures (of Society); Educational Trends; Mental Health; Parents as Teachers; Equal Education; Technology Uses in Education; Technological Advancement; Educational Innovation + Suchen Sie Ihr Suchwort? Lernen; Bildungsforschung; Pädagogische Forschung; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Future; Society; Zukunft; Bildungsentwicklung; Psychohygiene; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technological development; Technologische Entwicklung; Instructional innovation; Bildungsinnovation
Abstract	In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including lockdown and home-schooling; and second, to consider bigger questions about what this large-scale educational experiment might mean for the future. The first part of this Viewpoint summarises advice for parents on mental health, and on becoming stand-in-teachers. The second part, taking the longer view, considers the potential negative impact of the COVID-19 crisis in increasing inequality in education; but also the potential positive impact of driving innovations in technology use for educating children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01