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

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.

KEYWORDS:

• Online learning
• synchronous
• asynchronous
• Universal Design for Learning
• Sociology of Education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Melanie Ní Dhuinn

Dr. Melanie Ní Dhuinn is a Lecturer in Education in Marino Institute of Education. Her teaching and research interests are in teacher education (initial teacher education and induction), student teacher experiences of the practicum, an Ghaeilge, teaching pedagogies, sociology of education, optimising use of technology in education, reflective practice and global education. She lectures in Sociology of Education/Socheolaíocht an Oideachais and Research Methods/Modhanna Taighde. She is the creator and presenter of the “Let's Talk About Sociology of Education” podcast.

Shelli Ann Garland

Dr. Shelli Ann Garland is an Associate Faculty Lecturer at National College Ireland where she teaches educational practice for diversity and inclusion. Her experience in Initial Teacher Education includes Sociology and Foundations of Education, teacher professional learning and educational practice, and creative research methods and design for pracademics. Shelli Ann's research interests include social and educational stratification, Universal Design for Learning, and formal and informal learning through volunteering. She created an international educational podcast entitled ‘A Dash of SaLT: Fresh Discussions on Learning and Society Today' which presents a global perspective and facilitates critical conversations that consider the multifaceted aspects of living and learning in this 21st Century.