Teaching and Learning with Technology During the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments

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This article covers the challenges brought about for teachers and learners from transitioning to online education due to the COVID-19 pandemic. The authors reflect on these challenges based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age." Informed by theoretical conceptualization and empirical evidence the authors identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.

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12 p.

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Voogt, Joke & Knezek, Gerald September 20, 2021.

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  • Main Title: Teaching and Learning with Technology During the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments
  • Parallel Title: Enseigner et apprendre avec la technologie pendant la pandémie COVID-19:Soulignant la nécessité d'alignements micro-méso-macro

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Description

This article covers the challenges brought about for teachers and learners from transitioning to online education due to the COVID-19 pandemic. The authors reflect on these challenges based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age." Informed by theoretical conceptualization and empirical evidence the authors identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.

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12 p.

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Abstract: All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age”. Informed by theoretical conceptualization and empirical evidence we identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.

Resume: Dans le monde [quasi] entier, l'enseignement et l'apprentissage ont évolué vers des formes d'éducation en ligne en raison de la pandémie de COVID-19. Dans cetarticle, il estreconnu que ce changement perturbateur a entraîné pour les enseignants et les apprenantsbien des défis. Nous réfléchissonsà cesdéfis, sur la base des discussions qui ont eu lieu lors de l'EDUsummIT2019 au Québec sur le thème "Apprenant·e·s et contextes d'apprentissage : De nouveaux alignements pour l'ère numérique ". Sur la base d’uneconceptualisation théorique et des preuves empiriques, les alignements micro-méso-macro à être mis en place pour faire passer l'éducation à l'ère numérique sont repérés:alignements pour des contextes d'apprentissage de qualité, alignements concernantle soutien aux enseignant·e·s et alignements au moyende partenariats.

This article is part of a special issue of The Canadian Journal of Learning and Technology Vol. 47 No. 4: (2021): Special Issue.

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  • Canadian Journal of Learning and Technology, 47(4), Canadian Network for Innovation in Education (CNIE), September 20, 2021, pp. 1-12

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  • Publication Title: Canadian Journal of Learning and Technology
  • Publication Title: La revue canadienne de l’apprentissage et de la technologie
  • Volume: 47
  • Issue: 4
  • Peer Reviewed: Yes

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  • September 20, 2021

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  • Jan. 14, 2022, 4:32 p.m.

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  • Nov. 21, 2023, 10:21 a.m.

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Voogt, Joke & Knezek, Gerald. Teaching and Learning with Technology During the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments, article, September 20, 2021; (https://digital.library.unt.edu/ark:/67531/metadc1877582/: accessed June 4, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Information.

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