Transformative rhetoric and educational technologies: digital technologies for schooling during the COVID-19 pandemic

ABSTRACT

The COVID-19 pandemic caused the closures of schools worldwide and a move to remote learning. This article presents the findings of a study that explored the use of digital technology during school closures in Australia, drawing on the perspectives of primary school teachers and parents. Data were collected using Facebook groups and semi-structured interviews, and a thematic analysis conducted. The results describe seven themes associated with the teacher and parent experiences of remote learning: learning how to teach and learn remotely; learning to use technology; moving away from technology; hardware and internet access; collaboration and communication; social connection; and technology and engagement. The findings indicate the need to prioritise teachers’ technological and pedagogical skills as standard practice; include parents in the development of remote learning skills; and move away from transformative rhetoric around educational technologies to a more realistic and needs-based approach.

KEYWORDS:

• COVID-19
• online learning
• primary school
• remote learning
• rhetoric

Acknowledgments

The authors would like to thank Charles Sturt University for funding this research project.

Disclosure statement

No potential conflict of interest was reported by the authors.

Ethics approval

Approval was obtained from the Charles Sturt University Human Research Ethics Committee, protocol number: H20160.

Informed consent

Informed consent was obtained from all individual participants included in this study.

Additional information

Funding

The work was supported by Charles Sturt University [H20160].

Notes on contributors

Jacquie Tinkler

Jacquie Tinkler is a Senior Lecturer in the School of Education, Charles Sturt University, Wagga Wagga, NSW, Australia. She has a wide range of experience in secondary schools and adult education organisations in digital education technologies and teacher professional development. Her current research interests include online education and mental health, digital technologies in the classroom, and education policy regarding learning technologies.

Steve Murphy

Steve Murphy is a Senior Lecturer in the School of Education at La Trobe University, Wodonga, Australia. Steve came to educational research after an extensive career as a STEM educator and educational leader. He has worked in primary and secondary schools, and government and independent schools, in a variety of capacities including curriculum leadership, welfare and principal roles. He now researches effective STEM education in early childhood, primary and secondary educational contexts. Steve explores the impact of the practices of educators and educational leaders on the development of student abilities and attitudes in STEM.

Lena Danaia

Lena Danaia is Associate Professor of Science Education in the School of Teacher Education at Charles Sturt University, Bathurst, Australia. Lena specialises in science and technology curricula and is experienced in mixed methods research with a strong focus on surveys. She has been recognised nationally for her outstanding contributions to learning and teaching and received an Australian Learning and Teaching Council (ALTC) Teaching Excellence Award. Lena contributes significantly to STEM education through teacher professional learning and school-based science workshops.

Fiona Collins

Fiona Collins is a PhD student in Mathematics and STEM Education in the School of Education at Charles Sturt University in Wagga Wagga, Australia. Fiona has extensive experience as a secondary teacher and has also taught in primary contexts. She maintains Proficient Teacher Accreditation with the NSW Education Standards Authority. Fiona is passionate about developing and nurturing a love of mathematics and science in people of all ages and is dedicated to sharing her knowledge, skills and experience with others. Her current research interests are mathematics and STEM education.