Abruptly Shifting to More Authenticity: How Three Civics Teachers Leveraged Technology to Engage Their Students at the Beginning of the COVID-19 Pandemic

Autor/inn/en	Duhaylongsod, Leslie; Zetlin, Ariana; Shen, Lisa Utzinger; Allen, Danielle
Titel	Abruptly Shifting to More Authenticity: How Three Civics Teachers Leveraged Technology to Engage Their Students at the Beginning of the COVID-19 Pandemic
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95 (2022) 2, S.69-74 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2022.2043814
Schlagwörter	Educational Change; Authentic Learning; Civics; Technology Uses in Education; Learner Engagement; COVID-19; Pandemics; Grade 8; Distance Education; Middle School Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsreform; Staatsbürgerkunde; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 08; 8. Schuljahr; Schuljahr 08; Distance study; Distance learning; Fernunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated how 8th-grade civics teachers kept their students engaged in learning during the abrupt shift to remote teaching caused by the COVID-19 pandemic in the spring of 2020. We analyzed the interview transcripts of 10 teachers who were piloting a new civics curriculum during the 2019-2020 school year. We found that three of 10 teachers leveraged technological tools to offer more authentic learning experiences for their students, which led to increased student engagement online. Implications for practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01