For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
2
views
45
references
 Top references
cited by
0
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
4 collections
    0
    shares
      82
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Mobile Technology as an Alternative Teaching Strategy Amidst COVID-19 Hiatus: Exploring Pedagogical Possibilities and Implications for Teacher Development

      Author(s): , , ,
      Publication date Created:
      Publication date (Electronic):
      Journal: Education Sciences
      Publisher: MDPI AG

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Amidst the COVID-19 pandemic, the education sector worldwide had to adapt rapidly from in-person to virtual modes of teaching and learning to mitigate the spread of the virus. In a short period of time, teachers were forced to find new and innovative ways of delivering education to their students to ensure the continuation of education. In this context, this paper investigates how teachers in Pakistan leveraged mobile technology as an alternative teaching strategy to provide access to and to ensure the continuation of education. Through in-depth interviews with 13 selected teachers, this study explores the potential of mobile technology to offer alternative teaching and learning arenas. The findings underscore the importance of embracing new pedagogical possibilities offered by mobile technology and the significance of effective teacher professional development in the post-pandemic era. This study provides valuable insights into the utilization of mobile technology in the education sector, even in the most challenging circumstances, and highlights the potential for mobile learning to contribute to education reform.

          Related collections

          Most cited references45

          • Record: found
          • Abstract: found
          • Article: not found

          Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China

          Chaolin Huang, Yeming Wang, Xingwang Li … (2020)
          Summary Background A recent cluster of pneumonia cases in Wuhan, China, was caused by a novel betacoronavirus, the 2019 novel coronavirus (2019-nCoV). We report the epidemiological, clinical, laboratory, and radiological characteristics and treatment and clinical outcomes of these patients. Methods All patients with suspected 2019-nCoV were admitted to a designated hospital in Wuhan. We prospectively collected and analysed data on patients with laboratory-confirmed 2019-nCoV infection by real-time RT-PCR and next-generation sequencing. Data were obtained with standardised data collection forms shared by WHO and the International Severe Acute Respiratory and Emerging Infection Consortium from electronic medical records. Researchers also directly communicated with patients or their families to ascertain epidemiological and symptom data. Outcomes were also compared between patients who had been admitted to the intensive care unit (ICU) and those who had not. Findings By Jan 2, 2020, 41 admitted hospital patients had been identified as having laboratory-confirmed 2019-nCoV infection. Most of the infected patients were men (30 [73%] of 41); less than half had underlying diseases (13 [32%]), including diabetes (eight [20%]), hypertension (six [15%]), and cardiovascular disease (six [15%]). Median age was 49·0 years (IQR 41·0–58·0). 27 (66%) of 41 patients had been exposed to Huanan seafood market. One family cluster was found. Common symptoms at onset of illness were fever (40 [98%] of 41 patients), cough (31 [76%]), and myalgia or fatigue (18 [44%]); less common symptoms were sputum production (11 [28%] of 39), headache (three [8%] of 38), haemoptysis (two [5%] of 39), and diarrhoea (one [3%] of 38). Dyspnoea developed in 22 (55%) of 40 patients (median time from illness onset to dyspnoea 8·0 days [IQR 5·0–13·0]). 26 (63%) of 41 patients had lymphopenia. All 41 patients had pneumonia with abnormal findings on chest CT. Complications included acute respiratory distress syndrome (12 [29%]), RNAaemia (six [15%]), acute cardiac injury (five [12%]) and secondary infection (four [10%]). 13 (32%) patients were admitted to an ICU and six (15%) died. Compared with non-ICU patients, ICU patients had higher plasma levels of IL2, IL7, IL10, GSCF, IP10, MCP1, MIP1A, and TNFα. Interpretation The 2019-nCoV infection caused clusters of severe respiratory illness similar to severe acute respiratory syndrome coronavirus and was associated with ICU admission and high mortality. Major gaps in our knowledge of the origin, epidemiology, duration of human transmission, and clinical spectrum of disease need fulfilment by future studies. Funding Ministry of Science and Technology, Chinese Academy of Medical Sciences, National Natural Science Foundation of China, and Beijing Municipal Science and Technology Commission.
          Article 0 comments Cited 22697 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

            Punya Mishra, Matthew Koehler (2006)
            Article 0 comments Cited 471 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found
              Is Open Access

              A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis

              Aras Bozkurt, Insung Jung, Junhong Xiao … (2020)
              Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
              Article 0 comments Cited 118 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Contributors
                Muhammad Yasir Mustafa: (View ORCID Profile)
                Martin Valcke: (View ORCID Profile)
                Journal
                Title: Education Sciences
                Abbreviated Title: Education Sciences
                Publisher: MDPI AG
                ISSN (Electronic): 2227-7102
                Publication date Created: April 2023
                Publication date (Electronic): April 12 2023
                Volume: 13
                Issue: 4
                Page: 385
                Article
                DOI: 10.3390/educsci13040385
                SO-VID: 9236e35e-6f70-4125-8630-379bdc55f4a7
                Copyright © © 2023
                License:

                https://creativecommons.org/licenses/by/4.0/

                History

                Data availability:

                Comments

                Comment on this article