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The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the COVID-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many COVID-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the 'Keep Kenya Learning' initiative, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.

This study was conducted to find out the effects of Online Distance Learning in the Development of Macro Skills Communication. The study sought to answer the following questions: (1) "What is the status of Online Distance Learning in terms of: (1.1) Printed Modules; (1.2) Online Classes; and (1.3) DepEd TV"; (2) "What is the level of Macro Skills Communication of the respondents in terms of: (2.1) Reading Skills; (2.2) Listening Skills; (2.3) Speaking Skills; (2.4) Writing Skills; and (2.5) Viewing Skills"; (3) "Is the Online Distance Learning have significant effect to the Macro Skills Communication of the Learners?" In this study the researcher used a Descriptive Method to gather specific answers and her main tool in data gathering was a checklist questionnaire. A questionnaire via google form was used to gather data in the said study. Based on the gathered, different findings are hereby presented: The status of online distance learning in terms of printed modules, the weighted mean 4.18 and a standard deviation of 0.75 revealed that the status of online distance learning in terms of printed modules was interpreted as "Beneficial". The status of online distance learning in terms of online classes, the weighted mean 3.85 and a standard deviation of 0.86 revealed that the status of online distance learning in terms of online classes was interpreted as "Beneficial". The status of online distance learning in terms of DepEd TV, the weighted mean 3.94 and a standard deviation of 0.83 revealed that the status of online distance learning in terms of DepEd TV was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of reading skills, the weighted mean 4.19 and a standard deviation of 0.68 revealed that the level of macro skills communication of the respondents in terms of reading skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of listening skills, the weighted mean 4.09 and a standard deviation of 0.76 revealed that the level of macro skills communication of the respondents in terms of listening skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of speaking skills, the weighted mean 4.15 and a standard deviation of 0.74 revealed that the level of macro skills communication of the respondents in terms of speaking skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of writing skills, the weighted mean 4.18 and a standard deviation of 0.67 revealed that the level of macro skills communication of the respondents in terms of writing skills was interpreted as "Beneficial". The level of macro skills communication of the respondents in terms of viewing skills, the weighted mean 4.15 and a standard deviation of 0.64 revealed that the level of macro skills communication of the respondents in terms of viewing skills was interpreted as "Beneficial". Weighted mean, standard deviation, and F-test/Anova were used to accept or reject negative inference based on the results above, we can now conclude that online distance learning has no significant effect to the macro skills communication of the learner, therefore, the null hypothesis stating, "There is no significant effect on the Online Distance Learning in the Development of Macro Skills Communication." Was accepted.

The Reading Writing Hotline was originally conceived as phone support for viewers of an educational TV series. Celebrating it's 30th anniversary next year, it has evolved to become a national referral service for learners, as well as an information and advisory service for industry and community. It recorded a significant increase in call numbers and complexity during the pandemic. Because of its unique connections with learners and program providers, the Hotline's case studies and statistics are a valuable resource for governments and policymakers. The Hotline is trialing several pilot projects to address gaps in adult literacy provision.

Scholars have recently begun to explore the potential of educational media featuring counter-stereotypes in changing gender attitudes and beliefs, but so far experimental studies simulating interventions are lacking and preadolescents are understudied as target group. Further exploration of this research field is highly needed. In this mixed-design experimental study among 271 preadolescents (M[subscript age] = 10.34, SD = 0.77), we therefore examine the impact of watching and discussing an educational television program containing diverse and counter-stereotypical gender images in a classroom setting on preadolescents' gender attitudes and beliefs. Findings indicated that exposure to the program affects gender essentialism and acceptance of and willingness to affiliate with gender-nonconforming peers. However, after-exposure discussions in a classroom setting did not yield stronger results, nor did gender identity constructs moderate the effect. This study emphasizes the effectiveness of educational television in influencing components of gender attitudes and beliefs, but also suggests that a classroom setting may not be the most effective context for discussing such content with the goal of altering gender attitudes and beliefs.

After World War II, educational television became a significant tool for improving the quality of schooling worldwide. The use of educational television was starting to be considered a modernized way for developing the educational system in many countries including South Korea. Drawing on the archival sources of U.S. Agency for International Development (USAID) and Korean government, this article examines the USAID's educational aid programs in South Korea by focusing on the establishment of educational television. It first covers the rise of modernization theory as a framework for national development by focusing on educational television in less-industrialized countries. The second part explores how educational television in South Korea was shaped by the international interaction. Finally, this study argues that the case of educational television in South Korea reflects the dynamics of dualized modernization, in which South Korean adapt U.S. educational television to their own needs.

This study examines the global expansion strategies that were initiated by the Children's Television Workshop (CTW), with a specific focus on the adaptations of "Sesame Street: in Japan and South Korea in the 1970s and 1980s. When CTW began its globalisation in the early 1970s, the international adaptation process of "Sesame Street" had two key methodologies: Co-production and Open Sesame, serving as the framework for disseminating US educational television internationally. However, "Sesame Street" in both Japan and South Korea had been mainly perceived as a tool to enhance English proficiency for formal schooling. Another significance of these adaptations was the centralised approach to educational broadcasting. State-run broadcasters or national education research institutes in these countries played pivotal roles in broadcasting "Sesame Street" for formal schooling. This unique adaptation positioned "Sesame Street" as an educational programme for English-learning programmes, transcending its original preschool focus. The globalisation of "Sesame Street" in Japan and South Korea enabled the creation of new local educational programmes for preschool children by borrowing the show's fundamental educational purposes and programme structures. In sum, the cases of "Sesame Street" in Japan and South Korea represent how educational broadcasting in local countries interacted with both domestic and foreign influences to establish indigenous educational programmes. These adaptation processes reflect the dynamic interactions between local countries and CTW's global strategies.

Parenting is outrageously difficult; it asks us to tap into qualities and competencies that we may not yet have. If you look closely into the past for such supportive guidance, you will find a well of wisdom about child wellbeing offered by a neighbor who promoted healing, gratitude, forgiveness, and acceptance of others. That neighbor was Mister Rogers. This article takes a look at what Fred Rogers has taught two mothers of young children, who are also graduate students preparing to be elementary and special education teachers, about raising, parenting, and teaching young children. Through the lens of Fred Rogers, they share their personal parent stories and reflect on how "Mister Rogers' Neighborhood" supported their children's emotional and social wellbeing through play, and the importance of celebrating the strengths and differences of everyone in the "neighborhood" by appreciating the gifts of who you are inside the heart and soul.

Purpose: The purpose of this paper is to study the popular educational broadcasting of Julius Sumner Miller and its intersections with contemporary science policy and education. Design/methodology/approach: The paper draws on archival research including resources so far unused by historians of science or of broadcasting and audio-visual resources of Sumner Miller's broadcasts on Australian, Canadian and American television. It begins by contextualising Sumner Miller as both an academic and broadcaster. The second section interprets the core points of his educational philosophy which he articulated in his written and broadcast works. The final section uses his private papers contextualised by works on the history and philosophy of science to interpret and delineate the disparity between Sumner Miller's influence as a populariser of science and the prevailing trends in scientific policy and teaching. Findings: This paper proposes that reconstructing the themes and recurring points he asserted in his broadcasts reveals disjunction between Sumner Miller's high-profile successes and the contemporary trends in both science policy and science education. This paper interprets the circumstance of an internationally known and influential science populariser who was coterminous with but against the grain of the notion of "big science". He therefore sought to popularise science precisely as it was developing in ways he disparaged. Research limitations/implications: This paper breaks new ground by interpreting the different sources, audio-visual and written, created by and about an influential television broadcaster. Originality/value: Although he was widely and internationally known, and the range of his influence on science communication is generally noted, Sumner Miller's broadcasting and the themes and educational philosophy espoused in it is little researched and contextualised. This paper sharpens understanding of his influence but also his points of intersection and disjunction with scientific culture. Hitherto unused archival resources contribute to this understanding.

This article provides an example of how a television station and a teacher education program located at the University of Central Missouri partnered to provide on-air lessons for kindergarten through fifth grade lessons to respond to the academic need due to the school shutdowns in spring 2020 because of COVID-19. The article highlights how three teacher candidates who were completing their student teaching semester were invited by the curriculum director of KMOS Summer Classroom to plan lessons to teach on-air. The curriculum director of KMOS Summer discusses the process of selecting the candidates and planning the lessons. The KMOS Summer Classroom perceptions of this project prepared them for their first year of teaching. Successes of KMOS Summer Classroom are highlighted along with next steps for implementation of KMOS Summer Classroom 2.0. This article aims to shares an experience other teacher preparation programs can consider when reaching their surrounding communities during a crisis or pandemic.

The aim of the study is to evaluate the National Education Council [NEC] decisions made from 1939 to 2021 in line with the components of inclusive education. In this context, the NEC decisions were examined in line with the themes of access, support, and participation, which are the components of inclusive education. In this study, document analysis was used and thematic analysis was performed. Access, support, and participation were determined as themes in this study. When the findings related to the access sub-theme are examined, it is seen that the decisions about equality of opportunity, special edification, rural-urban differences, disabled children, and technological support stand out. There are more decisions related the teacher education in the support sub-theme, and more decisions related the learning process in the participation sub-theme. According to the findings obtained from the study, it is seen that there are more decisions regarding inclusive education, especially since the 9th NEC. The highest number of decisions were taken at the 20th NEC. Considering that the NEC is an important meeting where decisions on education policies are taken for Turkey, it is recommended to increase systematic efforts to achieve the goals of inclusive education.

In this research, we studied distance education practices in high schools which were closed by the Turkish Ministry of National Education (MNE) due to the COVID 19 pandemic and evaluated comparatively within the scope of the physics course. In this context, a comparative evaluation has been made by examining live lecture applications on television (EBA TV), remote live lessons (EBA live lessons), and another internet application (Zoom). The research covered a 13-week period starting with the interruption of the face-toface education on March 16, 2020, until June 12, 2020. This research included six physics teachers, 15 science teachers, 20 parents of high school students, and 1.275 students in three different Anatolian high schools and four middle schools in Trabzon. In this study, we used the scanning model. The collected data were analyzed by calculating weekly average follow-up values and percentage values. At the end of this research, it was determined that the viewership of the physics lessons on EBA TV in the 1st weeks of distance education was 89% and that the viewership of EBA TV decreased considerably as the process continued. On the other hand, in online education applications and practices, it is seen that there were important problems arising from the lack of technological appliances, family situations, assessment, and evaluation. As a result of this study, we present proposed solutions for these problems.

This article discusses the legacy of Fred Rogers, and bridges the connections of his work in early childhood development to the needs of older students. The author draws upon her own experiences as a child watching "Mister Roger's Neighborhood," and as a teacher who has tried to incorporate several of his ideas into her own high school English classroom. She argues that especially in this time of uncertainty, change, and political unrest, and when facing students after a long absence in a pandemic, teachers need to be equipped to meet their students' social-emotional needs before their academic needs. The article offers specific suggestions and insights from Fred Rogers and scholars on social-emotional learning to help teachers and students cope with the challenges they face today.

This study was conducted to reveal how parents perceive the distance education process during the COVID-19 pandemic. The study group consists of 15 participants in Lüleburgaz district of Kirklareli province. The case study design, one of the qualitative research methods, was used in the study and data were collected online with a semi-structured interview form. Demographic characteristics, problems experienced by parents in distance education during the COVID-19 pandemic, positive and negative experiences, and opinions were interrogated via "Google Forms". The descriptive analysis and content analysis methods were preferred to analyse data. The results showed that parents attributed the inability to learn efficiently during the COVID-19 process to the inefficacy of online education, distraction, anxiety, environment, and noise. Trainings can be given to parents so that they can help their children efficiently in the distance education process. It is recommended that internet infrastructure be strengthened to deal with connection problems.

This study aims to examine the opinions of classroom teachers about the remedial education of students who were out of education process during the covid-19 pandemics. The holistic single case pattern was adopted in the study. Personal information form and semi-structured interview form were used as the tools for data collection. The work group of this study consists of 11 teachers assigned as classroom teachers. Descriptive and content analysis techniques were applied for the analysis of the data, and the data were analysed and examined in the MAXQDA program. When the results obtained from the study are examined, teachers stated that the attendance rates for the classes were low and that there were students who could not attend the lesson constantly and frequently in the distance education process. In order to increase attendance to class, teachers stated that they used methods such as utilization of the zoom application, making efforts for the provision of donations of the PCs and tablets, and ensuring communication and giving homework assignments via whatsapp. Regarding students who cannot attend the class, problems such as lack of technological equipment, low level of motivation, parents going to work at the same time period, financial difficulties, family problems and irresponsibility of parents were stated besides the literacy problems for the foreign students. Regarding the practices applied, teachers stated that they carried out practices such as sending videos, sharing homework on WhatsApp, trying to provide motivation, making family visits, informing parents about the condition, providing private lessons for free, and offering gifts. Regarding the remedial education, the teachers presented solutions such as repetition of the course, conducting study sessions, offering copies of the texts, face-to-face education and offering rewards, etc. Regarding the possible suggestions, they state that there is a need to strengthen the technological infrastructure, to provide teachers training on web 2 tools, on the effective use of EBA, to develop cooperation with the parents/families, and to take the views of the students and the school administration regarding the pandemic process.

In the history of distance learning in Italy a crucial time is represented by the pre-history. After the mail-based learning an excursus relative to the second phase of distance learning in Italy corresponds to the development of radio and television and their pedagogical use to defeat the invasive illiteracy. Radio rurale, the first experiment of distance learning promoted by fascism (1920), "Non è mai troppo tardi" (1960), the first Tv program for adult learning and the birth of Raitre (1979), the first mainstream cultural channel with the "Dipartimento Scuola Educazione," are a milestone that prepares the ground for the birth of the actual e-learning. Afterwards, the transition from Tv-based distance learning to e-learning is embodied by consortium Uninettuno (1990), the first televisual and telematic University in Europe. Even nowadays the radio and tv distance learning experience with its cultural heritage represents a model for the modern e-learning and could be a key for its future evolution.

All schools in Turkey have quickly entered into the process of distance education because of the COVID-19 outbreak. In this process, mathematics teachers have become an associate of this process to teach math lessons at a distance. The subject of the current study is the experiences of teachers in this process of distance teaching of math, which is a compulsory subject in all secondary schools. The participants of the current study designed as a narrative study are 15 math teachers experienced on the subject. As a result of the study, a total of five super-themes emerged. The first super-theme includes codes related to the general structure of the math course. The second super-theme is theme of hardware and Web 2.0 tools. This sub-theme includes codes related to their experiences of EBA TV, EBA Internet and other alternative tools of distance education. The third sub-theme is the Socio Cultural super theme. This theme is consisted of sub-codes including political issues, state of the student, state of the parent and socio-economic situations. The fourth subtheme includes the codes related to psychological states arising from the extraordinary situation emerging in the pandemic (period of pandemic, cyber bullying, emotional links). The fifth sub-theme is related to the readiness of teachers.

The qualitative study was carried out under Thimphu Thromde, Bhutan, to assess the use of Google class and Television lessons during the emergence of COVID-19 in the 2020 academic year. The study used Google class & Television lesson observations to gain the first-hand experience and face-to-face interviews with students, parents, and teachers to get in-depth views. The Google class and television lesson observation and interview data were analyzed using emerging themes. The findings revealed that Google class and Television lessons played an essential role in making up lessons lost during schools' closure. However, the study further revealed some pertinent issues related to the Google class and Television lessons, including students resorting to copying assignments and homework directly from friends or copying directly from textbooks and the internet. Students were overburden by the heavy load of assignments assigned by different subject teachers, among many others. More preparedness and training for teachers in ICT based pedagogy was required. The study might draw policy attention to consider the problem and challenges before implementing Google class and Television lessons shortly to avoid pitfalls. The study was limited to the Thimphu Thromde, Bhutan, using a small sample size of students, parents, and teachers. A future mixed-method research approach uses surveys with students, parents, and teachers; focus group discussions with students, parents, and teachers; and policymakers' interviews are recommended.

The aim of this research is to reveal the problems faced by teachers in the education period during COVID-19 pandemic and to discuss their opinions regarding the process. As one of the qualitative research methods, the phenomenology pattern was used in the research. The study group consists of 80 teachers selected by using purposeful criterion sampling technique who work at public and private schools in different provinces of Turkey in 2019-2020 academic year. Within the context of the results of this study, it is observed that EBA TV/education portal plays an important role in meeting the educational needs of students and ensuring the continuity of education in COVID-19 pandemic process. Considering the themes and opinions that stand out in the context of teachers' opinions, EBA TV/education portal is considered positive while there are problems with content, presentation and connection. According to the findings, the most common problems faced by the teachers during COVID-19 pandemic are students' technical and hardware problems related to the internet connection, the inability of students to maintain their motivation to learn, the inability of parents to create a learning environment, and the lack of their support at home for their children. The majority of teachers have the opinion that the psychology of the students has been negatively affected during COVID-19 pandemic process, but there are also the students who could adapt to this process. An important finding in this study is that teachers think that their colleagues do not have necessary skills to use technology and they are low in motivation to use distance education technologies. Teachers think that after COVID-19 pandemic, things shall not be the same as before; the importance of school, teachers and face-to-face education shall be recognized again, and blended learning methods shall come to the fore.

This qualitative study explored student teachers' perceptions and feelings about teaching English in an emergency remote teaching platform, Educational Information Network TV. To this end, sixty-eight student teachers participated in this study. The participants were first invited to watch English language courses specifically designed for primary and secondary-level education provided through this medium of instruction. They were later asked to write two-page reflective journals on the strengths and weaknesses of these courses drawing upon their own feelings and opinions. Their written reflections were content analyzed, and the findings revealed two main themes: student teachers' concerns and self-efficacy beliefs. More specifically, the student teachers were concerned about macro-level factors, pedagogical issues, teachers' competencies, and context-dependent factors. Additionally, the findings shed light on the contributing factors to their self-efficacy beliefs. They attributed their future success to student-oriented factors, teacher-oriented factors, and parental involvement. The overall findings showed that their concerns outweighed their perceived self-efficacy beliefs. We hope that these findings will inform second language teacher education programs for the future since it could be of pivotal importance to prepare student teachers for distance or online learning platforms by helping them deal with their concerns and enriching their self-efficacy beliefs in their own teaching contexts.

This research examined whether parents can recognize modified brands in children's programming, and whether program educational value and active mediation intention would moderate perceptions of modified brand references. An experiment was conducted with 109 parents of child(ren) between 3-6 years old. Participants watched clips that systematically varied in brand reference type (i.e., actual v. modified brands) in product placements and program educational value. Results indicated modified brands were as recognizable as actual brands. Product placements in high educational value programs were less recognizable but generated more positive attitudes toward the brand than product placements in low educational value programs. The active mediation intention level moderated recognition and purchase intention of brands referenced in children's programming, and the negative perceptions of product placements were most salient when actual brands were used in low educational value programs. The practical implications for advertising and media practitioners were discussed.

Bojana Nikic Vujic: English teacher, teacher trainer, television personality, and textbook author are just some of the roles she has filled during her career as an educator. While still an undergraduate, Bojana worked part-time at kindergartens in Belgrade. She took home her master's degree in English Teaching and Methodology in 2005 from the University of Belgrade and worked as an instructor at the Faculty of Foreign Languages until 2007. Afterwards, she taught at a vocational secondary school specializing in pharmacy and physiotherapy, and because her course did not have a textbook, she wrote Explore Medical English. She continues to design and lead teacher-development courses, certified by the Institute for the Improvement of Education in Serbia. In 2014, however, she landed her current job at Ivo Andric Elementary School, and she has been there ever since. But a surprising new challenge arrived in 2020: a TV show. Bojana does not actually have a classroom that she can call her own. Her "My Classroom" is everywhere. Whether she is moving from room to room at Ivo Andric to teach children of several grades, running a professional development program for other English teachers, connecting with other schools in Europe for joint projects, or offering lessons on TV, Bojana is continually expanding her horizons and talents.

This study aims to determine the attitudes and perceptions of secondary school students, who live in Bingöl and take social studies course, towards this course broadcasted on TRT EBA (Education Information Network) secondary school channel in the second semester of the 2019-2020 academic year. A quantitative research approach was adopted and a cross-sectional survey design was used in the study. The population of the study is 150 students who are in the 5th, 6th and 7th grades of the secondary school located within the borders of Bingöl city center in the 2019-2020 academic year. The data collection tool is the "scale of attitudes and perceptions towards social studies course broadcasted on TRT EBA secondary school channel" developed by the researchers. Factor analysis, correlation analysis, Kaiser-Meyer-Olkin (KMO) and Bartlett's Test were used on the scale. Cronbach's Alpha test was conducted for the reliability of the measurements. IBM Statistical Package for Social Sciences 22.0 (SPSS, Chicago, IL) was used for data analysis. Independent Samples t-test and OneWay ANOVA were applied for differences of general attitudes and perceptions. It was concluded that the attitudes and perceptions of the students are on the border of positive-neutral; social studies courses were not presented in a way to attract the attention of students; and that some changes are needed regarding the studio environment and the presentation of the courses.

Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers' and students' points of view in both secondary and higher education.

During the period of school closures in Iran, the authors were interested in the different types of platforms being used during quarantine associated with the COVID-19 pandemic, and the instructors and educators' point of view while using them in formal education. Student and teacher surveys assisted the authors to gain information about the work carried out during the school closures. The surveys were administered online and were designed to obtain information on the educational gateways, television channels, social media, and MOOCs, which were used during the school closures in Iran. Ninety-two K-12 instructors and five hundred and ninety-three K-12 students participated in the surveys. The results showed that the method most used was social media. The correlation between age and continuing teaching, gender, and continuing teaching during school closures by distance education methods, and age and using technologies, in the instructor surveys were evaluated to show any meaningful relationship. Students' surveys revealed that older students (in upper grades) use social media more for meeting educational purposes. Due to reasons such as culture and accessibility of technology, participants reported using social media for educational purposes making it more popular than other platforms. Further, the results indicate cause for concern in that every student cannot benefit from all types of Distance Learning.

This article analyses recent developments in Danish film and television education through a case study of a new training initiative for creating content for children and young audiences. Following an outline of traditional training and career trajectories in the Danish screen industries in general, and for working with children's film and television specifically, the case study investigates the guiding ideas behind Manuskriptskolen for børnefiktion ('The Cross-Media School of Children's Fiction'), which was established in 2020. The school marks a new approach to Danish film education in several ways. First, by creating a training ground focusing on a specific audience, rather than on screenwriting or film-making more generally. Second, by thinking of content for this audience as fundamentally multiplatform and teaching students storytelling across different media from the outset. Third, by insisting that creating content for this audience calls for having knowledge about the current lives of young people and their media use, and encouraging strategies for engaging or even co-creating content with them. The article builds on qualitative interviews, document analysis and observations at industry events as part of the research project Reaching Young Audiences: Serial Fiction and Cross-Media Storyworlds for Children and Young Audiences.

The paper aims to describe the problems faced by some school administrators during COVID-19 pandemic in different cities and to present their opinions regarding the process. As one of the qualitative research methods, phenomenology pattern was used in the research. Data of the study were collected by using the interview technique through semi-structured School Administrators Interview Form. The study group consists of 32 school administrators selected by using purposeful criterion sampling technique. As a result of the research, it is observed that school administrators evaluate the application of Education Information Network (EBA) TV and education portal, which was put into practice by the Ministry of National Education (MoNE) due to COVID-19 pandemic, as a positive and urgent measure. School administrators expressed that the most common problems faced during COVID-19 pandemic are low learning motivation of students, parents' inability to create a learning environment at home, and the lack of access to live broadcasts from the EBA TV/education portal. The majority of school administrators observed that teachers were reluctant to teach in live lectures using the EBA education portal or other programs for various reasons and their motivation gradually decreased in the process. It is observed that half of the school administrators did not have an emergency action plan regarding the pandemic process, and they followed the instructions given by MoNE. School administrators stated that skills of technology leadership and crisis management are important requirements during the pandemic process.

Purpose: This work aims to assess the effects of information and communication technology (ICT) on inequalities in access to professional training (PT) in Cameroon. Design/methodology/approach: This study used data from the fourth Cameroonian Household Survey (ECAM 4), the concentration index (CI) calculations and the Wagstaff et al. (2003) decomposition. Findings: The preliminary results show that the CI calculations by groups of individuals reveal the existence of significant inequalities in favour of the poor. This is the case for all groups of individuals who use ICT tools, namely radio, internet, telephone and television. The results of the Wagstaff et al. (2003) decomposition reveal that an equitable distribution of income between those who use and those who do not use the telephone, radio and internet reduces inequalities in access to FP in favour of the poor. Originality/value: Despite the wealth of literature devoted to the study of inequalities in access to education, the consideration of PT is still very marginal. In Cameroon, the literature devoted to the study of inequalities in access to PT is still almost non-existent, probably because of a low level of interest in the scientific community. However, as just seen, PT is a tool for combating unemployment, particularly in economies where the informal sector is important, insofar as the proportion of unemployed and inactive people is very low amongst the ones that have taken a PT course. Moreover, studies on the effects of ICT on inequalities in access to PT are still rare in the literature.

Scholarship examining the role of cultural capital in school outcomes in relation to race and ethnicity in the French context is scarce. This article seeks to test how various potential forms of cultural capital, beyond the most traditional ones, are associated with school grades relationally with French students' backgrounds. Using Ministry of Education data to perform regression analyses on old and new forms of cultural capital, I find some evidence of differences in their association with grades. Reading, internet, documentaries, sport, and music practice are all associated with higher school grades, but less so for Haiti and overseas- origin children for four practices out of five. This study contributes to research on ethnic/racial inequalities in the French school system and to broader conversations around the contemporary redefinition of cultural capital by showing that racial inequalities can be reproduced in schools through a wide array of cultural practices.

The GDR series "Von Pädagogen für Pädagogen" ("By Educators for Educators"), which addressed GDR educators, was established in 1970 and then broadcast in this form for 13 years at approximately monthly intervals. The article presented here locates the programme within the GDR's continuing education landscape and endeavours to reconstruct the origins and further development of the programme. It offers a valuable insight into the GDR's education and training system, as the production of the programme took place in a spirit of cooperation, but also against a background of tension between the Ministry of National Education, the Academy of Pedagogical Sciences (APW), the Central Institute for Continuing Education (ZIW), and the GDR schools (in their function as both co-producers and recipients). It illustrates that the format was strongly influenced by ministerial guidelines but at the same time had to face the judgement of the teachers regarding its practical relevance in order to fulfil the intended function: a continuing education beyond the organised events. It is furthermore shown that the two institutions entrusted with the organisation (first the APW, then the ZIW) contributed their own perspectives and thus cannot be reduced to the role of executors of ministry wishes. The result of the cooperation was a series of broadcasts that presented a -- scientifically based -- ideal image of GDR education, but at the same time also used the feedback of practitioners for optimisation and can thus be classified as documentation of educational ideals that were accepted (but not necessarily implemented) through practice.

This study investigates the equity of access to government e-learning platforms for Ethiopian primary and secondary school pupils. In order to achieve this, secondary data were accessed from the Mini-Demographic and Health Survey (Mini-DHS-2019) and the Planning and Development Commission's document on Poverty and Economic Growth in Ethiopia. According to the findings, only a small proportion of primary and secondary school students from urban areas and economically privileged families who could afford computer, television, smartphone, and internet access can benefit from the digital library and educational televised programs. Thus, the digital learning program that was intended to increase educational accessibility exacerbated the existing inequities and intensified the pre-existing disparities between economically privileged and economically disadvantaged students and urban and rural resident students. The findings provide grounds for several recommendations on the implementation of e-learning through digital libraries and televised education programs in low-income countries like Ethiopia.

This paper examines the level of multicultural education awareness among Korean pre-service teachers (PSTs) and suggests a teaching and learning approach to enhance their multicultural competencies. This research utilized a South Korean educational television and radio network, Educational Broadcasting System (EBS), particularly, its programme called Multicultural biographies of a mother-in-law and a daughter-in-law [Korean characters omitted] as a diagnostic tool to assess PSTs' recognition of multicultural education. The programme focuses on the challenges faced by married migrant women in Korea. The study used survey materials based on the EBS docudrama to investigate PSTs' perceptions of multicultural education. The results showed that most PSTs understood the significance of teaching and learning about cultural diversity but had limited understanding beyond the dichotomies of the mainstream and minorities or Korean and immigrant students. The study recommends the use of docudramas as an effective tool for promoting multicultural education among PSTs in Korea.

Purpose: We aim with this report to provide information on how the Covid-19 pandemic affected education and citizenship education in Turkey. Design: The report is based on literature review, the analysis of social media, and the observations of the authors. We provide a general framework of Turkish education after the pandemic using sources such as official statements from government offices; social media entries were analyzed to provide different perspectives. Finally, observations of the authors based on their experiences with distance learning were included in the report. Findings: We argue that despite the efforts of the state, there are still problems in the distance learning process, mainly relating to the access to online classes and the very limited room given to Covid-19 as a topic in social studies courses. In addition, we find that social media have played a significant role in increasing citizen participation as a consequence of the pandemic.

With the COVID-19 outbreak and the resulting lockdown, Italian schools have continued to provide education using distance learning systems. In this emergency, the primary aim of the Ministry of Education was to guarantee each student's right to education. The expression "School Never Stops" ("La Scuola non si ferma") is a clear response to the country's isolation and a demonstration of the school staff's commitment. This paper describes Italy's educational response during the lockdown by illustrating the measures undertaken by the Ministry of Education and the initiatives by private and public organizations. The challenges of distance education during the pandemic emergency and future directions for the reopening of schools in September are also examined and discussed.

The process of data analysis provides, undoubtedly, some of the major challenges facing organizations during the implementation of interventions in emergencies. The challenges are primarily due to the lack of direct access to beneficiaries and the rapidly evolving nature of emergencies. This paper outlines how Plan International's Making Ghanaian Girls Great! (MGCubed) project used phone-based surveys to assess the uptake of a Ghana Learning TV (GLTV) programme implemented in partnership with the government. Due to the emergency context and the need for real-time information to guide the implementation of this intervention, there was little time to undertake a major statistical analysis of survey data. This paper discusses how the MGCubed project adopted a simple data disaggregation method using a logic tree technique to gain valuable insights from the survey data. The method allowed for exploring the insights of the data set in real-time without requiring more complex and time-consuming analysis. All views expressed in this article are the author's and not of FCDO.

The main thrust of this study is to find out the teachers' attitude generally toward instruction television (ITV), also to find out the impact of length of work experience on its use. This survey study was carried out in selected secondary in Ekeremor LGA of Bayelsa State. The Mann-Whitney U test was used in the analysis because it is based on ordinal scale intervals. On the general attitude of teachers towards the use of instructional television, the smaller U (47) is higher than the critical U is (2.3). The null hypothesis was rejected and retained the alternate hypothesis of there is no significant difference in attitude and secondary school teacher towards the use of (ITV). Also, the use of ITV based and the length of teaching experience, the computed U value (32) and the smaller U is (3.0), the null hypothesis was rejected and retained the alternate hypothesis of there is no significant difference in attitude among secondary teachers with different length of teaching experience towards the use of instruction television in Ekeremor L.G.A of Bayelsa State Nigeria. The study portrayed that they have a favorable disposition towards the use of ITV and it was recommended that some television stations should broadcast well tutored and design suitable lesson to learners.

Too many of today's children spend too much time indoors, often interacting with screens. They don't get enough physical exercise. Their learning about nature comes from books and teachers rather than from firsthand exploration of natural phenomena. These issues affect most modern American children, but they are particularly prominent among low-income children in high-need neighborhoods. Walks (and other activities) in the park, if properly designed, could go a long way toward improving children's health and developing their cognitive skills. Many out-of-school time (OST) programs already serve low-income children; many incorporate physical activity, STEM (science, technology, engineering, and mathematics), or both. Dealing with these and other priorities while keeping children safe, aligning with school learning goals, and sometimes being held responsible for academic outcomes such as grades and test scores can overwhelm the most dedicated afterschool professionals. As surprising as it may seem, technology can provide part of the answer. This article describes "PLUM LANDING," an all-digital PBS program that helps OST programs and families get outdoors to explore nature. Findings from the program evaluation suggest lessons for OST programs that want to incorporate outdoor STEM learning, no matter what curriculum or resources they use.

Educational media is ubiquitous in the lives of young children, promising high-quality programming to equip them with vocabulary knowledge and school readiness. To meet the needs of preschool-aged dual-language learners (DLLs), many educational programs are marketed to promote vocabulary learning in two languages. In this study, we use a content analysis to examine (1) the extent to which these programs focus on vocabulary in two languages, (2) dual-language instructional supports used in media; and (3) the quality of words taught on screen. We analyzed 50 episodes from five leading dual-language educational programs. Using a flow chart and an iteratively-developed codebook, we identified vocabulary clips and screen-based pedagogical supports used in these programs. Results indicate there were strikingly few vocabulary clips in the videos analyzed. Moreover, most of the clips were of simple vocabulary words taught primarily in English rather than Spanish or Mandarin. The most prevalent screen-based pedagogical supports included repetitions, visual supports, and demonstrations. However, there were noteworthy differences in the types of supports by program and language. Findings suggest that the dual-language appeal of programs may serve more as a marketing tool than an instructional tool for vocabulary development. Implications for research in dual-language vocabulary instruction are discussed. [This article was published in "Bilingual Research Journal" (EJ1214856).]

Educational screen media is increasingly salient in the lives of young children. Research affirms preschool-aged children can learn content from media when they attend to it, however less is known about how specific screen-based pedagogical supports (SBPS) might draw children's attention. Using eye-tracking methodology, the current study examines specific SBPSs that engage children's attention. The sample consisted of 106 3- to 5-year-olds from a poverty-impacted neighborhood. Participants viewed 12 video clips of Sesame Street that used four different SBPSs to support vocabulary: visual effects, visual + sound effects, explicit definitions, and explicit definitions + repetitions. Results indicated that children attended significantly more to the SBPSs with definitions. Findings also revealed differences in screen composition. Children attended more to people than objects, and attended more to on-screen conversations than conversations cut between screens. This study demonstrates the importance for educational media to use appropriate SBPSs and on-screen compositions to engage children.