One of the main challenges for development, however, is that our workload seems to have doubled due to this sudden move to remote teaching. As a result, reflective practice is possibly the last thing on our minds. But, whatever happens next, without a doubt there will be changes to our traditional teaching and learning models: technology will start to play a larger part in teaching in the near future.

The importance of family in education:

The main problem facing us is how you verify the teaching effectiveness and how we can be sure that students are following the class, when we are unable to see them due to platform and / or connection limitations. The evaluation process (and the mandatory final classification) is also very conditioned.

It was/has been quite a challenge! Suddenly, our schools had to close, and we all had to move to online classes. We had to ensure that the students had computer or other devices and Internet connectivity, trying not to leave anyone behind. It was a combined effort (textbooks online platforms; digital classrooms; using Microsoft Teams) to put online school into action. Then, it was learning how to design motivating classes to the students (combining synchronous and asynchronous sessions); develop tons of empathy and patience; negotiating deadlines and interactive methodologies. I had been using some online in my in-school classes; others, I learned how to use them (plenty of webinars for teacher were available everywhere). Some students reacted very well and were super organised and focused; however, others became anxious and demotivated and lacking autonomy to accomplish their tasks. I dream with the day where the students are autonomous enough to combine distance learning with in-school classes. As for the teachers, we need to know what we are really doing, what are the best methodologies, to change our mindset a bit and get ready to this uncertain post-pandemic world, where nothing can be taken for granted.

            On the other hand, the online courses develop communication skills within students. Demonstrations of sport activities via video and presentations related to health education captured students’ interest. Discussion and collaboration improved students’ critical thinking. 

            As a result, I believe the online courses could make students to adapt more healthy lifestyles. They can explore more ideas and use feedback from discussion within peers to improve their own next action. 

 I also saw myself struggling to get familiar with as many digital tools, platforms, apps as I could in order to keep up with the situation and the trends. And then, I realized that there are so many useful tools/portals/materials to enrich and make my lessons better and more engaging and productive. When I came back to school, I started to vary methodologies, strategies, materials and I felt students seemed to be learning more, better and with more motivation than before. Furthermore, due to the habit we created during online lessons — being always available — through email, WhatsApp, Facebook, Instagram… , when they would reach out to me with their doubts and anxieties, bonds were created and we became closer. I think I know and understand them better now.

 

I think that these video conferences will be the core of future teaching, especially in blended settings. They cannot fully accomodate for all peculiarities of "live" classrooms but they are definitely a good alternative it is worth knowing a lot about. Secondly, I think the importance of learning management systems (LMS) has risen. I always wanted to mirror my courses in a pathway-structure digitally for students to have the chance to follow along and to deepen their understanding if they are interested. I've been used to this structure from university but I've now discovered other LMS, too.

One of my main concerns is data protection, a very important issue in German school policies. We are often denied simple digital solutions without any adequate subsitute (e.g. it was suggested to send letters to students to circumvent data protection issues with e-mail and messenger services). However, many of the tools I used for digital learning can be used in in-school learning, too, also for hygienic measurements to be respected (e.g. digital brainstorming instead of brainstorming at the blackboard).

What is important to consider, is, as far as I am concerned, the learning goals behind using digital tools. We shouldn't just employ them because they are there; a thorough methodological and pedagogical reasoning needs to be behind all our attempts - as well as mindfulness when it comes to resources students bring to school and have at home.

I saw colleagues arguing that some courses would benefit if they would have some parts at distance online, in particular when helping group work with zoom’s breakout rooms.

I already have courses in b-learning , but I needed to adapt them to the emergency and unexpected lockdowns, or having to teach simultaneously in-class and at distance students, almost like in HyFlex model.

But one thing that I learned with all these situations, that will keep me alert, and serves as a reminder that b-learning is not for everything, not for everyone, one size does not fit all: Making Music, like in singing/playing together is impossible online.

I learnt a lot and I was lucky because my students were of the secondary level, they were used to use computers and to work autonomously. Nevertheless, I spent a lot of time preparing new materials and transforming other to be used in distance learning.

I learnt a lot, I got skills the I even known that exist and I can say that everything went well.

In the actual lockdown (2021), things run easily. Now I have the same group of students and fortunately we have we never finished to use some tools that we used in the last lockdown.

 I have the feeling that we are only seated in a different place and that there was no discontinuity in learning.

Distance learning forced us to focus on educational software that helped us make our teaching more interesting and effective (using animation, interactivity, simulation environments…) and involve students in this process not only as the final recivers but as part of the creation process too.On the other hand, distance learning gave us the chance to visit places, watch lectures and come across other students and teachers. That is remarkable because it would need much effort and preparation to do something like that in life learning. However, even in these cases in exclusive distance learning we are loosing the magic of live communication and interactivity, the fun, the body and face language, the emotions…BL could be beneficial when combine it with live learning, and could be very useful in flipped learning too. 

I've been learning to put students’ wellbeing into my priority instead of shoving the lesson material to their head. Supportive learning environment treats the students as humans, not robot that can be programmed easily. I learn to listen more to them to know what they need and what can I do to support their learning experience. 

Little by little, with the help of the administrations, we managed to equip the students with devices for their connections and we were able to connect with them. Once the first adaptation problems were overcome, I observed that the students were very interested in this new learning.

How could this experience help you improve your daily teaching practice?
By keep providing to my students online material,sources and projects through those platforms, even after pandemic restrictions are lifted.

Setting aside positives of online distance teaching though, what troubles me is students who suffer from learning disabilities (e.g. dyslexia, ADHD, epilepsy etc) since they can't afford to spend enough screening time.

·        Opportunity to study anywhere. Students can study without leaving home or office, being anywhere in the world. All you need to start learning is a computer with Internet access. The absence of the need to attend school every day is a definite plus for people with disabilities, for people living in hard-to-reach areas, and parents with small children.

·        In-service training. To study, it is not necessary to take a vacation at the main place of work, go on a business trip. You can also study remotely in several courses or in several educational institutions at the same time.

·        Opportunity to learn at your own pace. It is not necessary to study at the same pace as other students. The student can always return to the study of more complex issues, watch video lectures several times, reread correspondence with the teacher, and already familiar topics can be missed. The main thing is to successfully pass the intermediate and final certifications.

·        Availability of training materials. Access to all necessary literature is opened to the student after registration in the distance learning system, or he receives study materials by e-mail. The problem of lack or absence of textbooks, manuals or manuals disappears.

·        Mobility. Communication with teachers, tutors is carried out in different ways: both on-line and off-line. Consulting a teacher by e-mail is sometimes more effective and quicker than making a face-to-face meeting in person.

·        Study in a calm environment. Intermediate certification of distance learning students takes the form of on-line tests. Therefore, students have less cause for concern. The possibility of subjective assessment is excluded: the system that checks the correctness of the answers to the test questions will not be affected by the student's success in other subjects, his social status and other factors.

·        Individual approach. In traditional teaching, it is difficult for a teacher to pay the necessary amount of attention to all students in the group, to adjust to the pace of work of each. The use of remote technologies is suitable for organizing an individual approach. In addition to the fact that the student chooses the pace of study, he can quickly get from the teacher answers to questions.

·        Distance education is cheaper. If you compare the cost of distance learning and distance learning, then distance learning is likely to be cheaper. The student does not have to pay for travel, accommodation, and in the case of foreign universities do not need to spend on a visa and passport.

·        Convenience for the teacher. Teachers, tutors, teachers engaged in pedagogical activities remotely can pay attention to more students and work, even while on a business trip or at a conference abroad.