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Science subjects at pre-tertiary and tertiary education levels are important for socio-economic and industrial development of any country; however, they are difficult for students to construct their concepts. In Tanzania, insufficient or lack of practical experiments are major challenges for science subjects due to insufficient or lack of laboratories, apparatus, expertise or reagents. Thus, this research assesses the effectiveness of paper-based against virtual laboratory experiences towards improvement of real (hands-on) chemistry practical in Tanzanian secondary schools focusing in Dodoma region. Chemistry virtual laboratory was developed and being deployed at Dodoma Secondary School for students who were never done practical sessions before to avoid biasness towards the study. The students were divided into three groups, namely paper-based and real laboratory as control groups (CG) and virtual laboratory as the experiment group (EG). Each group was further divided into two groups for the rest approaches forming six (6) groups. For EG, students were taught based on instructional approach which was enriched by computer animations in the computer laboratory. Results indicate that students who firstly attended virtual laboratory performed better in real laboratory than those who firstly attended real laboratory. Furthermore, the best progressive learning and performance for real experiments appears when the virtual laboratory preceded paper-based practical experiments. Thus, virtual laboratory is a very useful tool for learning chemistry practical not only to schools without laboratories but also to those with laboratories; and it should be considered by all the pre-tertiary schools in Tanzania and other schools in similar situations.

Purpose: This paper reports the evaluation of an ongoing intervention, the GROW Programme, aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021. The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses. Design/Approach/Methods: Thematic analysis of a mixed-method evaluation, using surveys and interviews of teachers and mentors, and pupil focus groups, of the remote mentoring of pupils and their learning during lockdown, is further analyzed by means of Bernstein's knowledge codes and concept of open schools, to identify the form of knowledge inherent in online mentoring. Findings: The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning under disruption. Originality/Value: The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention. It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.

In this paper, we continue describing the project and the experimentation of "Ricerca Operativa Applicazioni Reali" (ROAR; in English, Real Applications of Operations Research), a three-year project for higher secondary schools, introduced. ROAR is composed of three teaching units, addressed to Grades 10, 11, and 12, respectively, having the main aim to improve students' interest, motivation, and skills related to Science, Technology, Engineering, and Mathematics disciplines by integrating mathematics and computer science through operations research. In a previous paper, we reported on the design and implementation of the first unit, started in Spring 2021 at the scientific high school IIS Antonietti in Iseo (Brescia, Italy), in a Grade-10 class. Here, we focus on the second unit, carried out in Winter/Spring 2022 with the same students, now in a Grade-11 class. In particular, we describe objectives, prerequisites, topics and methods, the organization of the lectures, digital technologies used, and a challenging final project. Moreover, we analyze the feedback from students and teachers involved in the experimentation.

Adopting technology in this new normal education improved students' engagement and motivation to learn. This paper aimed to investigate the impact of technical support on Technology Acceptance Model to examine Project PAIR (Portable and Accessible Instructional Resources) in the distance learning modality employing Partial Least Squares Structural Equation Modeling. Applying a convenience sampling technique, the investigation involved 305 senior high school learners from a secondary school in Cagayan, Philippines. Sample sizes were calculated using the inverse square root and gamma-exponential methods. Results showed that technical support directly impacts the perceived ease of use, usefulness, and attitude toward using. The findings also revealed that the perceived ease of use of PAIR has a direct impact on its perceived usefulness and attitude toward use. In contrast, perceived usefulness directly influences the attitude toward using and behavioral intention to use. Likewise, attitude towards using directly impacts the behavioral intention and actual use, while behavioral intention directly influences actual use. This paper concluded that technical support is a reliable external variable of the technology acceptance model. Hence, the application of PAIR for remote learning is strongly recommended for the school and the public. It is also recommended that the schools must ensure that they have provided technical support to ensure the PAIR functioning runs appropriately. Further implications for institutions and future studies are also discussed in this paper.

The COVID-19 pandemic affected education communities by turning students and teachers abruptly to online teaching. This imposition of digital education is being investigated by various researchers all over the world since it has changed the way we conceive of the use of technology in classrooms and in our lives in general. Nevertheless, the students' voice is being neglected and not taken seriously into account. In this paper an action research is presented with the teacher acting as researcher and the students as co-researchers. This action research took place during the first wave of the pandemic (March 2020-May 2020) in Crete, Greece. The students, after investigating the online education in general and after various discussions, in their final accounts reflected upon (a) the changes in their role as students, (b) the changes in the role of the teacher, (c) they proposed the role that a teacher should have today. The teacher-researcher analyzed these three categories with Critical Discourse Analysis to identify the discourses the students promoted or silenced. The findings showed that online education is not a success story as promoted by researchers, policymakers, and other stakeholders; rather it lacks human elements like humor, psychological support, and instant interaction.

During the COVID-19 pandemic, the existing Student Inquiry and Research program at Illinois Mathematics and Science Academy transitioned to a remote-only format. This paper describes the mentoring of 12 high school juniors and seniors in yearlong remote research projects involving plant biology and protein engineering. Working in groups of two or three, students read scientific articles and proposed experiments. An experienced researcher then carried out the experiments and gave the students the data. Students analyzed data, drew conclusions, and shared their results in an oral presentation and in a written paper. Despite the online-only format, all anonymously surveyed students agreed that the experience improved their confidence in both conducting and communicating scientific research, and 90% agreed that because of the experience, they are more likely to pursue a career in STEMM. These results are similar to those seen from in-person research experiences. Given the positive outcomes from this program, further development and use of remote research experiences may be beneficial, particularly for students who would not otherwise have access to any research opportunities. Remote learning technology thus enables existing resources of time and funding to be allocated differently to provide more students with authentic research experiences.

Mathematics anxiety can be defined as negative feelings towards mathematics and mathematical operations in general. Math anxiety is seen in many students, and even in parents. In fact, parents' own anxiety regarding mathematics may lead to their children experiencing angst over the subject as well. This can be a problem considering parents are considered one of the basic components of education and have important responsibilities to guide the education process of their children. Mathematical literacy is one of the research topics that have come into prominence in recent years due to PISA. Consequently, the purpose of this study is to determine the relationship between the parents' mathematical literacy self-efficacy and mathematics anxieties. Additionally, through examining the participation of parents in mathematic teaching during the COVID-19 pandemic, it is hoped to better understand their views and methodologies. All participants in this study are parents themselves. The study is designed with an explanatory sequential design among mixed method research designs. The grade in which the students are educated does not make any difference in the self-efficacy and anxiety perceptions of the parents regarding their mathematics literacy. Also, the parents' mathematical literacy self-efficacy and anxiety levels were high. [Paper presented at International Congress of Educational Research (13th, Hatay, Turkey, Sep 3-6, 2020).]

Drawing on communities of practice and social cognitive learning theories, this paper explores language teachers' beliefs, knowledge and practices concerning the provision of high-quality education to learners with specific learning difficulties in various educational settings around the world. The data sample for this paper comprises qualitative data (videorecorded interviews and teaching resources) collected from six teachers working across various educational settings (primary, secondary, college and university) across several geographical areas (Europe, Middle East, and Southeast Asia). Thematic analysis was adopted to analyse the data. The findings suggest that teachers continue to experience challenges in educating learners with specific learning difficulties regardless of the educational setting. Limited opportunities for receiving specialised training in this area have been identified by several teachers as one of the key factors affecting the quality of their practice. The change in the mode of instruction from face-to-face to online was not always reported as negatively affecting the quality of educational provision to learners with specific learning difficulties. Technology-assisted online lesson delivery was seen as being advantageous to learners with some types of learning difficulties. Findings from this paper can be useful to teacher-practitioners and teacher-educators who are interested in improving the quality of language education for learners with specific learning difficulties.

This paper reports on a phenomenographic study investigating former grade 12 STEM students' conceptions of online learning during COVID-19 pandemic. Purposive sampling was employed in selecting participants who were enrolled in a private school in Laguna, Philippines that formally implemented a fully online learning setup for SY 2020-2021. By using semi-structured interviews, results conveyed an outcome space comprised of nine (9) core categories of description: (1) online learning marred with unfavorable sentiments; (2) online learning plagued by technical barriers; (3) online learning accentuated the use of online tools; (4) online learning provided aberrational learning experiences; (5) online learning hampered by the learning environment; (6) online learning adversely affected students' wellbeing; (7) online learning reaffirmed the importance of social interactions; (8) online learning exhibited unsatisfactory perceptions to teaching; and (9) online learning exhibited dissatisfaction towards institutional support. Within each core category, a variety of subcategories fulfilled the anatomy of experience and describing the complexity of the relation between STEM students and online learning during COVID-19 pandemic. Analysis of all core categories of description revealed a generally unfavorable and unenthusiastic view of online learning during COVID-19 Pandemic, with 'online learning provided aberrational learning experiences' as the most prominent core category of description, emphasizing how the deviation from the normal setup adversely affected their learning experiences. Findings revealed in this study can be beneficial in formulating future policy changes and bases of interventions to improve the conduct of online learning and provide a more effective pandemic response in the educational system. [This manuscript was presented in the ASAA Conference 2022, last July 6-8, 2022.]

This paper examines initial teacher training policies in the context of youth digitalisation. Based on international ICT competency frameworks for teachers (UNESCO, 2008, 2019) and information literacy, MIL (UNESCO, 2011), we analyse how Spanish (public and private) universities represent digital innovation, and the identity practices of young people, linked to hyperconnectivity. Focusing on initial training received by future secondary teachers, the sample was selected according to the criteria of non-presential learning (online, distance, blended) applied in the teacher training process. Results confirm ongoing deficiencies in critical teacher digitalisation management, highlighting certain asymmetries between the categories constructed. Data reveals the prevalence of intervention more geared towards formal knowledge than towards decoding digital grammar (which is how digitalisation is used in education). The paper concludes by advocating convergence strategies as a circular mechanism that must underpin all teacher training policies in the age of hyperconnectivity.

The purpose of this study is to examine the effects of using Web 2.0 tools in accordance with the 5E learning model on the academic success and views of students in teaching the Pressure unit to eighth-grade students in distance education. A total of 41 students, 21 of whom are in the experiment group and 20 of them are in the control group, studying in the eighth grade in a state secondary school in Sakarya, Turkey were included. The activities created with Web 2.0 tools in accordance with the 5E learning model were applied to the experimental group, and the activities in the science lesson curriculum were applied to the control group through distance education. Explanatory sequential mixed method design was used. The quantitative data of the research were collected by the Pressure Unit Achievement Test. The achievement test was applied to the both groups before and after the process. Qualitative data were collected with a structured interview form with all of the students in the experimental group at the end of the process. The quantitative data were analyzed with t-test and analysis of covariance (ANCOVA). Descriptive analysis was used for qualitative data. Based on the results, it was determined that the academic achievement of the experimental group students increased by showing a significant difference compared to the control group students. It was seen that the experimental group students' opinions about the activities created with web 2.0 tools are generally positive. In line with the results obtained as a result of the study, it is recommended that Web 2.0 tools are frequently used by teachers in the science course, and at the same time, researchers are recommended to study the effects of other learning models on success or other variables in different subjects and grade levels. [This paper was presented as an oral presentation at 3rd International Eurasian Educational Research Congress (EJER 2021) held in Aksaray (Turkey) on July 7-10, 2021.]

Facebook Live has become a means of teaching and learning in many parts of the world. This paper, thus, reports an examination of teaching English through Facebook Live and students' experiences of learning on it in the COVID-19 pandemic. It as participatory action research employed observation of self-managed Facebook Live streaming, and an online semi-structured interview with students and parents. The intervention of Facebook Live consisted of three strategies: pre-recorded video streaming, live teaching and a combination of both. This paper reports on how students in absence of a physical classroom learned English through Facebook Live, developed communicative skills and gained ICT skills. Although the teacher's lessons on Facebook Live were appreciated by students and parents as students could get ideas for speaking English, students expressed concerns if they could interact with the teacher and friends. Facebook Live associated with videoconferencing tools, however, can complement physical classroom learning in crises and normal situations.

This paper aimed to discover the coping, initiatives, constraints, and challenges public secondary school teachers encounter in the new normal education. The central question of this paper lies in "What are the adapting and coping mechanisms of teachers and students in the distance learning modality amidst the pandemic?". This paper used the qualitative research design and employed a phenomenological approach to investigate secondary public school teachers' coping mechanisms and initiatives in the new normal education. This paper focused on twelve public secondary school teachers in Cagayan, Philippines. The research's findings are: (1) Most teachers encountered substantial challenges due to a lack of resources, student supervision, and duties; (2) Most teachers were constrained by the advent of the digital era; (3) Public-school teachers cope with their students' needs by employing effective initiatives and teaching strategies; and (4) Despite their weariness and stress, teachers report positive outcomes such as tremendous enthusiasm and building connections with the school community. Meanwhile, the schools' adaptation to distant learning should be guided and encouraged by the following policies and concepts: (1) Access to technology for students; (2) Regular monitoring and feedback; and (3) Providing curriculum and instruction of the highest quality. Through this paper, teachers may benefit from adopting various coping techniques and activities for the new normal education.

Out-of-school time academic/STEM programs provide educational enrichment to a myriad of student populations with some designed to assist those underrepresented and at-risk who desire to purse post-secondary studies. One such program in West Virginia (WV) is the Health Sciences and Technology Academy (HSTA), which provides hands-on, in person and engaging educational enrichment with the intent to increase the college going rates of Appalachia's most vulnerable youth. In March 2020, HSTA key personnel encountered the task of redesigning program delivery due to the immediate shutdown of all in person operations resulting from the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. This paper discusses the programmatic changes of program delivery during HSTA's key program components--the Summer Institute and the Community Based Programming. This paper also utilizes repeated measures one-way multivariate analysis (MANOVA) and paired t-test analysis to examine participants' perspectives on learning, enjoyment and satisfaction of the aforementioned components prior to and during the COVID-19 pandemic.

This paper explores the ways in which COVID-19 and the rapid shift to remote education has impacted teachers' mental health. Teachers play multiple roles in students' lives (Cross & Hong, 2012) and already face high levels of work stress. This study, which draws on interview data from a larger pool of interviews conducted with K-12 teachers nationally and internationally from 2020-2022, documents teachers' increased responsibilities for monitoring students' mental health and helping families cope with the consequences of the pandemic. This oftenunacknowledged work was a source of stress and impacted teacher well-being. Black, Indigenous, and People of Color (BIPOC) teachers and white teachers who explicitly resisted white supremacy particularly experienced more elevated stress and responsibilities because of the disproportionate impacts of COVID-19 and the concurrent racial uprisings. Nevertheless, these teachers also demonstrated remarkable resilience in coping with their own and students'/families' needs.

Today's learner population is diverse and replete with situational, personal, emotional, and learning challenges that inevitably find their way into the mathematics classroom. This paper draws from a project intended to investigate issues of classroom practice in mathematics used, extrapolate, or improve on them for the better development of teachers and learners' meaningful understanding of intermediate and senior phase mathematics in a district in the Eastern Cape province of South Africa during the COVID-19 lockdown period. A qualitative approach in which three teachers were interviewed has been used. Results indicated that teachers benefited from technology informed collaborations with other teachers on WhatsApp groups and used those experiences to promote learning in their own environments. Moreover, it was observed that teachers modified their instructional strategies, shared mathematics teaching practices through WhatsApp, and engagements using online tools easily accessible to their learners.

This paper aims to examine how science teachers adapted their practices to the context of the COVID-19 pandemic and what they learned during the period of confinement. The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers' individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers' role in crisis management, such as during the COVID-19 pandemic.

Garrison, Anderson, and Archer's community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFL-related articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study's findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.research reports

Educational disruption brought by this pandemic changed the practices and challenged teachers and students to navigate the new learning landscape. This descriptive research study determined the practices and challenges of science teachers in teaching amidst the COVID-19 pandemic. A total of 54 science teachers in Zambales, Philippines, responded to the researcher-made Practices and Challenges of Science Teachers Questionnaire (PCSTQ). Results revealed that science teachers use printed modules in their classes as a learning delivery modality. They often employ varied science teaching strategies, utilize assessment strategies and incorporate technology integration in teaching during educational disruption. They frequently encounter challenges in academic workload, laboratory experimentation, and physical infrastructures, while they sometimes face challenges regarding digital infrastructure, instructional resources, digital competence, and assessment and supervision. There are significant differences in the teachers' teaching strategies by trainings and technology integration practices by trainings and modality used. Furthermore, there are significant differences in the challenges in instructional resources, physical infrastructure, digital competence, and academic workload by years in service; challenges in digital competence by zone; and challenges in academic workload by age. The paper discusses the implications of the study on pedagogy, policy, and practice. Additionally, it contributes to the limited literature on science teaching during the COVID-19 pandemic by describing the challenges and practices of teachers in this context.

Limited knowledge is currently available regarding the efficacy of mathematics education in online distance learning and the strategies that can be implemented to enhance its effectiveness. The purpose of this study is to investigate the changes in rural students' spatial skills when engaging in activities that necessitate the use of isometric drawing tool within the context of online distance education. A one-group pretest-posttest experimental design assessed the impact of an isometric drawing tool (IDT) on rural students' spatial skills in online education. This study involved five seventh-grade students from a rural secondary school. Data for this research included spatial skills test administered at the pre- and post-structured interviews, students' worksheets, and opinion forms. This study employed a three-stage analysis of data collection tools: first, assessing changes in students' spatial skills using a rubric; second, utilizing a qualitative descriptive analysis method on tests and worksheets to identify specific spatial skill improvements; and finally, conducting content analysis on opinion forms to capture student perspectives post-implementation. The results indicated that utilizing an isometric drawing tool during online distance education effectively improved rural students' spatial skills. While the students could not even draw cubes on isometric drawing paper at the beginning, it was observed that at the end of the study, they were able to accurately make 3D isometric drawings by positioning the cubes side by side and on top of each other. Overall, students expressed positive opinions about the use of virtual manipulatives. Based on the findings of this study, we recommend that educators consider incorporating isometric drawing tools and virtual manipulatives into their online mathematics teaching to enhance students' spatial skills.

The closing of schools world-wide in March 2020 due to the COVID-19 pandemic resulted in a rapid and unexpected shift from predominantly in-person teaching to online teaching practices. As teacher educators in the field of educational technology, we wondered about the preparedness of teachers for making the transition to fully online environments. Through an internationally distributed survey consisting of predominantly open-ended questions, we captured teachers' perceptions of this transition. We aimed to inform our practice and that of other teacher educators about the strengths and weaknesses of professional development designed to develop teachers' digital competence. In this paper, we present data from Norwegian (n = 574) and US (n = 239) teachers related to their elaborations on readiness. We qualitatively examined data for evidence of extent of preparedness and alignment to the pedagogical, ethical, attitudinal, and technical dimensions of digital competence. Findings indicated themes related to extent of preparedness, trends in preparation, focus on digital tools, teacher agency without autonomy, collaboration/networks, and challenges for work and learning lives. Findings informed implications and recommendations for the professional development of teachers' digital competence at the teacher education, K-12 schools, and school policy/leadership levels.

Purpose: When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA. Design/methodology/approach: In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences. Findings: This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers. Originality/value: The paper provides original insights into K-12 teachers' workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

COVID-19 pandemic forced schools to shift from traditional to remote teaching globally. Most schools in Nepal, however, could not adopt remote teaching. Only some schools, particularly those located in urban areas initiated remote teaching after the outbreak of the pandemic in 2020. This article, thus, reports an analysis of secondary students and teachers' experiences of remote learning. It as qualitative research employed semi-structured interview and observation of online classes to investigate students' ways of managing remote learning and teachers' strategies of teaching through online mode. This paper reports that both students and teachers were, at first, intimidated by the new mode of learning. Remote learning, albeit it was observed as an alternative mode of education where there was minimum information and communication technology (ICT) infrastructure, seems to increase the digital divide in rural areas. Students, particularly from government schools, struggled to manage their remote learning due to limited access to digital technology, the sudden shift from the physical classroom to remote learning and a lack of government support. Thus, parents play a vital role in influencing their children's attitudes toward remote learning. It is essential to equip students and teachers with ICT and minimal ICT skills and provide with subsidy on digital devices and the internet for students to completely implement remote learning.

This paper examines the perspectives of Health Sciences and Technology Academy (HSTA) participants as they navigate through their West Virginia (WV) high school learning environments (i.e., in-person, blended/hybrid, complete virtual) during the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. In March of 2020, the participants in this out-of-school-time (OST) academic enrichment program for exceptionally driven, yet underprivileged, at-risk students, with over 70% living in rural areas, started receiving remote learning instruction through learning management systems or via paper packets. In August of 2020, school systems provided parents and caregivers alternative learning environments for their student(s). In order to understand the learning experiences of HSTA students during these unprecedented times, HSTA released the 2020 Learning Outcomes Survey to participants in December of 2020. We performed chi-square test of independence to test the relationship between participants' learning environments, their satisfaction with the education they were receiving, their ability to keep up with their school-work, teacher availability to help when needed and teacher feedback supporting them in their learning environment. The results show significant differences between the learning environments and keeping up with school-work as well as teacher feedback supporting them in their learning; however, Phi and Cramer's V tests for effect size show weak correlations. This study provides a small glimpse into HSTA students' learning experiences as they attempted to continue to learn in their regular school environment during the COVID-19 pandemic while in HSTA. [Note: The issue number (1) shown on the PDF is incorrect. The correct issue number for this article is 2.]

Following lockdowns in 2020 owing to COVID-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning.

This paper explores the use of a mediated field experience (MFE) for teacher candidates in a middle school setting, a small laboratory school. This work focuses on adjustments made for the MFE to function in an online environment during remote instruction caused by a worldwide pandemic. Teacher candidates completed a learning cycle focused on experiencing mathematics as a learner, planning for mathematics instruction, implementing mathematics instruction, and analyzing teaching episodes alongside a mathematics teacher who is also the mathematics teacher educator for a methods course. Teacher candidates reflected on this experience positively, noting the benefits of learning how to teach effectively online in a safe and supportive environment. This paper will share the highlights and challenges for the mathematics teacher educator regarding the shifting of pedagogy to meet the current educational climate.

This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students' listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.

The aim of the study is to reveal the effect of digital comics material on students' academic success, their views on distance education, course and digital comics. In the study conducted during the 2019-2020 academic year and the pandemic, digital comics material was created in the Pixton design program for the aim of the acquisition of "different management styles in terms of basic principles of democracy," in the learning area of active citizenship in the 6th grade Social Studies curriculum. It is known that the comic book, which has no time and place limits, provides easy and fast access to information, prepared within the framework of distance education, provides motivation to individuals and increases interest in the course in accordance with psycho-social development. The study was designed as a mixed method. The quantitative dimension of the research was designed as a single group experimental study and the prepared academic achievement test was applied before and after the study. In the qualitative dimension, phenomenology was applied and the data were collected through audio-recorded interviewing. The quantitative study group of the research consists of 10 students, and the qualitative phase consists of 5 students. The obtained data were analyzed through the statistical program in the quantitative phase and content analysis in the qualitative dimension. As a result of the research, it was concluded that the use of digital comics in distance education increases the success and helps to develop positive behaviors towards the course. [Paper presented at International Conference on Studies in Education and Sciences (ICSES) (Istanbul, Turkey, 2020).]

This descriptive research focused on the localization of Chinese teachers in the Philippines and how it became instrumental in reducing the impact of COVID-19 pandemic on Chinese language education. Through the review of existing studies and pertinent documents such as memorandum orders, agreements and training plans, this paper provided an in-depth analysis of the current situation of localization of Chinese teachers. Currently, there were three (3) modes of cultivating local teachers for Chinese language teaching, namely in-service teachers' training, undergraduate degree program and master's degree program. The mentioned programs have been successful in producing local teachers who are capable of teaching Chinese as a foreign language. Furthermore, it is through the local teachers that the impacts of the pandemic on Chinese language education in the Philippines have been reduced. The localization of Chinese teachers has been of great help in addressing the challenge of not having volunteer Chinese teachers and uniformed instructional materials in the midst of pandemic. Moreover, opportunities for the localization of Chinese teachers were also discussed. Lastly, guided with the findings and conclusions, the paper provided recommendations for further development of Chinese language education in times of pandemic or other natural calamities which may disrupt the face-to-face classes.

The outbreak of the coronavirus pandemic caused a sharp change in the educational practice world over as schools and institutions of learning are forced to seek alternatives to teaching styles. Learning centers were shut down to follow the order of social distancing, as a precautionary measure against the infectious virus disease that has rampage the world. This paper studies the professional consequences of the challenges fronting the English language teaching in Nigeria in the period of coronavirus pandemic otherwise known as "COVID-19". It also offers how the needs and goals of the learners can be met in the period of the mandatory homestay. The article collects, collates, and reviews the data that comes up in the Learn at Home Program (LHP) webpage which is created for the purpose of continuing education in the time of "COVID-19". A survey of the participants' responses was also conducted to investigate the efficacy and challenges that they encountered during the online delivery through the use of a variety of media stations on different topics of secondary schools in Nigeria. The paper, after pitching the challenges of this virtual instruction at the time of the pandemic, proffers certain solutions that can boost the efficacy of virtual education generally in Nigeria.