Lockdown Lessons Learned. Reconceptualising a Sociology of Education Module in ITE Using a TPACKframework, Optimising Pedagogy, Enhancing Student Outcomes through the Provision of Inclusive and Accessible Opportunities for Learning

Autor/inn/en	Ní Dhuinn, Melanie; Ann Garland, Shelli
Titel	Lockdown Lessons Learned. Reconceptualising a Sociology of Education Module in ITE Using a TPACKframework, Optimising Pedagogy, Enhancing Student Outcomes through the Provision of Inclusive and Accessible Opportunities for Learning
Quelle	In: Irish Educational Studies, 41 (2022) 1, S.257-268 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ní Dhuinn, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.2023034
Schlagwörter	Educational Sociology; Preservice Teacher Education; Technological Literacy; Pedagogical Content Knowledge; Instructional Improvement; Outcomes of Education; Inclusion; Access to Education; COVID-19; Pandemics; Foreign Countries; Electronic Learning; Asynchronous Communication; Distance Education; Preservice Teachers; Learner Engagement; Ireland + Suchen Sie Ihr Suchwort? Bildungssoziologie; Erziehungssoziologie; Lehramtsstudiengang; Lehrerausbildung; Technisches Wissen; Pädagogische Kompetenz; Unterrichtsqualität; Lernleistung; Schulerfolg; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Distance study; Distance learning; Fernunterricht; Irland
Abstract	The onset of the COVID-19 pandemic in March 2020 forced Higher Education Institutions (HEIs) to quickly reimagine and rethink how lectures and tutorials would continue, how students would be assessed and progressed and how standards would be maintained. This paper focuses on the pedagogical lessons learned from the online pivot in 2020 and how that learning was then harnessed in the 2020-2021 academic year in the reconceptualization and redesign of a Sociology of Education module in one HEI in Ireland. The module was scaffolded by the TPACK framework (Mishra, P., and M. J. Koehler. 2006. "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge." "Teachers College Record" 108 (6): 1017-1054), which supported dynamic teaching, learning and assessment approach delivered using both synchronous and asynchronous pedagogies. The paper explores levels and types of student engagement, student outputs across both synchronous and asynchronous elements of the module and how the overall module design impacted positively on student outcomes and student engagement. The provision of multiple points of engagement/tasks for students both synchronously and asynchronously ensured an inclusive strengths-based approach where students felt comfortable and confident enough to engage, articulate themselves and contribute to the module. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01