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Emergency Remote Teaching and Learning: Teacher Training in ICT During the COVID-19 Pandemic

Emergency Remote Teaching and Learning: Teacher Training in ICT During the COVID-19 Pandemic

João Cordeiro
Copyright: © 2022 |Pages: 20
ISBN13: 9781799895381|ISBN10: 1799895386|ISBN13 Softcover: 9781799895398|EISBN13: 9781799895404
DOI: 10.4018/978-1-7998-9538-1.ch008
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MLA

Cordeiro, João. "Emergency Remote Teaching and Learning: Teacher Training in ICT During the COVID-19 Pandemic." Impact of Digital Transformation in Teacher Training Models, edited by Ana Afonso, et al., IGI Global, 2022, pp. 140-159. https://doi.org/10.4018/978-1-7998-9538-1.ch008

APA

Cordeiro, J. (2022). Emergency Remote Teaching and Learning: Teacher Training in ICT During the COVID-19 Pandemic. In A. Afonso, L. Morgado, & L. Roque (Eds.), Impact of Digital Transformation in Teacher Training Models (pp. 140-159). IGI Global. https://doi.org/10.4018/978-1-7998-9538-1.ch008

Chicago

Cordeiro, João. "Emergency Remote Teaching and Learning: Teacher Training in ICT During the COVID-19 Pandemic." In Impact of Digital Transformation in Teacher Training Models, edited by Ana Afonso, Lina Morgado, and Licínio Roque, 140-159. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9538-1.ch008

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Abstract

This chapter provides a first-hand account of an emergency remote teaching and learning (ERTL) experience, between Europe and Asia, during the COVID-19 pandemic on ICT in education. The relevance of this experience is fourfold: 1) the course delivered is on the topic of ICT; 2) the course is part of a Master's degree in education where the majority of the students was either an in-service or pre-service teacher; 3) the lecturer has a multidisciplinary background, covering computer science, media production, and education; and 4) the course was conducted online, adopting (and adapting) several well-known pedagogical practices, such as the flipped classroom, gamification, learn-by-doing, computer-supported cooperative learning (CSCL), and video-based learning. The first part of the study involves a descriptive research approach, akin to the case-study methodology, followed by a discussion and lessons learned from the experience.

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