Sources:
Borup, J., Graham, C. R., & Drysdale, J. S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793–806. https://doi.org/10.1111/bjet.12089
In this piece, the authors examined an online school for K-12. In their research they explain aspects of the teacher’s presence and how successful online teaching can and cannot be. The authors depend upon their own measurement of student outcomes based on a few main components such as; designing and organizing, facilitating, one-on-one instruction, safe and caring learning environment, motivation, and closely monitoring students. Key quotes I have pulled from this piece involve organization of elements and motivating students through online learning.
Chen, C. W. (2020). Teacher’s Herculean ask: Moving 1.1 Million Children to Online School. The New York Time. https://www.nytimes.com/2020/03/29/nyregion/coronavirus-new-york-schools-remote-learning.html?searchResultPosition=26
In this article from the NYT, the author looks at how New York’s public-school educators are managing the shift to online learning during the COVID pandemic. Chen, interviews teachers who are teaching remotely from their homes and what their homes look like as well as their lives due to this change. The primary focus of the piece looks into how teachers are trying to shift quickly to accommodate students as best they can but also ensuring that students know how to use online programs and having access to these programs and electronics.
Detnakarintra, K., Trairatvorakul, P., Pruksananonda, C., & Chonchaiya, W. (2020). Positive mother-child interactions and parenting styles were associated with lower screen time in early childhood. Acta Paediatrica, 109(4), 817–826. https://doi.org/10.1111/apa.15007
This piece examines the study that they created to look at positive outcomes of screen time for children in early childhood. In the results they found a variety of outcomes, one of which includes positives associated with less screen time. The authors provide an interesting take on types of parenting styles that show positives and negatives with more strict parenting and more nurturing styles. I was able to pull quotes from this piece that revolved around ages that use screen time, for how long, and affects due to screen time.
Dodd, H. (2020). I Can’t Believe I am Going to Say This, but I Would Rather Be at School. The New York Times. https://www.nytimes.com/2020/04/14/us/school-at-home-students-coronavirus.html?searchResultPosition=4
This article from the NYT was written by an 11-year-old who is a child of one of the writers. In the piece are quotes on a variety of staying at home subjects relating to school by K-12 students across the United States. The main subjects of the article are the positives that students are feeling because of the stay-at-home rule, how difficult schoolwork feels now, how technology is influencing their days, fear behind COVID, and how students miss their friends and would rather be at school. I was able to pull quotes from this piece that are from students who are in high school to help highlight how teenagers are reacting to remote learning and social distancing during COVID.
Goldstein, D., Popescu, A., Hannah-Jones, N. (2020). As School Moves Online, Many Students Stay Logged Out. The New York Times. https://www.nytimes.com/2020/04/06/us/coronavirus-schools-attendance-absent.html?searchResultPosition=7
This article from the NYT focuses on how student’s participation is lacking due to remote learning. The focus shifts the idea of lack of participation to how students may not have the resources to participate in remote learning and need WIFI and laptops to be a part of classes. The author interviews teachers and their work in reaching to parents to create plans as well as parents reaching out to teachers and students dropping out. I was able to pull quotes from this piece about the negative effects of remote learning and why students are unable to attend online meetings.
Hamilton, K., Spinks, T., White, K. M., Kavanagh, D. J., & Walsh, A. M. (2016). A psychosocial analysis of parents’ decisions for limiting their young child’s screen time: An examination of attitudes, social norms and roles, and control perceptions. British Journal of Health Psychology, 21(2), 285–301. https://doi.org/10.1111/bjhp.12168
The authors of this piece discuss parental control over electronics and screen time for preschool-aged children and the outcomes of those influences. A lot of the focus is shaped by societal influences on parent’s decision making when it comes to limited screen time. Parents in the examples that the authors proide, are very influenced by expectations and beliefs that have formed socially. I pulled a quote from this piece that describes parental involvement in screen time behaviors.
Neumann, M., & Neumann, D. (2014). Touch Screen Tablets and Emergent Literacy. Early Childhood Education Journal, 42(4), 231–239. https://doi.org/10.1007/s10643-013-0608-3
This piece examines evidence that touch screen interfaces can prove to be helpful for children’s literacy building skills. With screens being more prevalent in households, the authors look at what positives could come from children using tablets and apps that can be used to help enhance their schoolwork and language development. The authors also look into how apps themselves positive influences on children by have being clear instructions, muscle memory and a variety of other positives. I was able to highlight key features that apps provide to children.
O’Dea, B., Leach, C., Achilles, M., King, C., Subotic-Kerry, M., & O’Moore, K. (2019). Parental attitudes towards an online, school-based, mental health service: implications for service design and delivery. Advances in Mental Health, 17(2), 146–160. https://doi.org/10.1080/18387357.2018.1514269
The authors of this piece look into how schools provide mental health assistance to students and what it means to be in an online setting. This study focuses on how parents view and understand a new way of mental health help for children through an online, school-based service. I highlight features on how schools are ideal settings for children to receive mental health care to connect it to how COVID may be impacting students in other ways other than just electronical needs.
Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen tablets in early childhood: Children’s knowledge, skills, and attitudes towards tablet technology. Children & Youth Services Review, 88, 591–597. https://doi.org/10.1016/j.childyouth.2018.03.028
This piece focuses around tablet use in children who live in Jordan. The authors share statistics that relates to electronics in the United States as well as in Jordan and how electronics are implemented into the schools. They report on how public schools in Jordan have tablets and how technology has helped aid their education. The topic of parental control and gaming also is present and makes claims about how children are being influenced.
Souto, P. H. S., Santos, J. N., Leite, H. R., Hadders-Algra, M., Guedes, S. C., Nobre, J. N. P., Santos, L. R., & Morais, R. L. de S. (2020). Tablet Use in Young Children is Associated with Advanced Fine Motor Skills. Journal of Motor Behavior, 52(2), 196–203. https://doi.org/10.1080/00222895.2019.1602505
This piece from the Journal of Motor Behavior, discusses how tablet use in children can contribute to fine tuning their motor skills. The authors conducted a study with 78 children, 1 group with tablet use exposure and one without and reported their findings. They find that motor skills improve with more electronic use than not. The study also did not have children going over the recommended amount of time on a tablet which plays a major role as well.
Westbrook, T. P. (2014). Global Contexts for Learning: Exploring the Relationship Between Low-Context Online Learning and High-Context Learners. Christian Higher Education, 13(4), 281–294. https://doi.org/10.1080/15363759.2014.924888
Westbrook discusses how low-context medium may limit the learning experiences for online students comparing to in person where students would be experiencing more interpersonal communication skills. The author uses references to Hall and the high and low context systems and what it means when it is connected to verbal and nonverbal communication and how it translates to online learning. This piece provides instructors with ideas to improve their online teaching presence for students.
WILSON, D. R. (2014). Virtual Learning. New Orleans Magazine, 48(12), 28.
Wilson interviews a parent whose child was bullied in the public school system that they went to and how they then switched him to online learning for K-12 students. This piece talks about the positives of online learning as well as a negative of the child missing friends. The positives relate to costs of attendance and how the non-traditional aspect of learning can be beneficial for a student. I plan on relating this piece to how students now feel when having to be in online classes and not having a choice.
Wischhover, C. (2020). Working From Home with Kids Feels Unsustainable. Here’s How to Ease the Burden. Vox. https://www.vox.com/identities/2020/3/25/21193142/coronavirus-covid-19-kids-work-from-home-child-care-school-cancellations
In this VOX article, Wischhover, shares the perspectives of parent’s reactions to working as well as having to be an at home teacher at the same time. This article provides quotes, Twitter conversations, and interviews with parents who are now working from home and also managing children’s schoolwork. I plan on using this piece to help understand how parents are feeling the pressure of remote learning and limitations that a variety of families are experiencing during this time.
Part 2
Bayliss, S., & Kletter, M. (2020). Companies Offer Free Resources During Crisis. School Library Journal, 66(4), 14.
This piece is broken up into two parts, one of which I discuss in the last citation. The portion for this citation is for the companies that are offering students, educators and family’s free online resources if need be. These resources range from Adobe to Scholastic and even ZOOM. Each resource is broken down to how and where they can help.
Chaguan | This virus also kills dreams. (2020). Economist, 434(9186), 39.
This piece comes from the Economist and is written about teens in China, specifically Tang Sisi. The author breaks down the teen’s feelings behind COVID and how it is affecting her as a student. This piece provides insight to how teens, even across seas have similar feelings about remote learning and how it is affecting them academically. This piece also offers insight to how socioeconomic differences are affecting students in the disparity gap in China as well.
JOHNSON, S. (2020, April). Remote (not in) control: How educators are dealing with COVID-19. New York Amsterdam News, 111(13), 8.
This news article in the New York Amsterdam News discusses how New York public schools are handling the switch to remote learning due to COVID. Johnson pulls interviews from the Governor, and interviews the United Federations of Teachers President, Michael Mulgrew. This piece highlights how schools play a major role in communities and without them students and teachers are left frantic.
MAUGHAN, S. (2020). Learning at Home in the Age of Covid-19. Publishers Weekly, 267(15), 16.
This piece highlights the work that educational companies and publishers are reaching out to schools in order to help accommodate student and teacher needs turn remote learning. This piece also highlights non-profits that are also being helpful to families that need help managing remote learning by promoting their help centers for students to access. The author shares a variety of companies, publishers and even artists who are providing drawing tutorials, free downloads and extra help online for students.
Mesa Vieira, C., Franco, O. H., Gómez Restrepo, C., & Abel, T. (2020). COVID-19: The forgotten priorities of the pandemic. Maturitas, 136, 38–41. https://doi.org/10.1016/j.maturitas.2020.04.004
This article goes over the lack of resources provided to those in low- and middle-income countries and people of lower socioeconomic status. The authors go over vulnerable communities such as low-income communities, indigenous, elderly, migrant and prison communities and unpacks the disparity between them all and the comparison to other places and people. The authors highlight these socioeconomic privileges and disadvantages to stress the importance of providing everyone with resources in order to combat COVID and what it means for when the pandemic subsides,
Ming-Chao Lin, Tutwiler, M. S., & Chun-Yen Chang. (2012). Gender bias in virtual learning environments: an exploratory study. British Journal of Educational Technology, 43(2), E59–E63. https://doi.org/10.1111/j.1467-8535.2011.01265.x
This article highlights gender bias in virtual settings and in this particular case, video games. The authors conduct a study that puts girl and boy students into a game together and see the effect gender has on the social environment created virtually among them. The authors also discuss how online or virtual learning can be helpful in understanding and exploring the digital world.
North, A. (2020). The Shift to Online Learning Could Worsen Education Inequality. Vox. https://www.vox.com/2020/4/9/21200159/coronavirus-school-digital-low-income-students-covid-new-york
The focus of this article from VOX is on students coming from low- income communities are being left behind during the shift to remote learning. North discusses the electronical divide between students is more prevalent than ever and some communities are having a hard time making up for the gap by not having enough materials and services to provide to students. I was able to pull out important statistics that wil benefit the episode to give the audience an overview of the landscape of which students are living in.
Reilly, K. (2020). The Online Learning Divide. TIME Magazine, 195(12/13), 38.
This piece from TIME Magizine provides a good amount of information on how students who do not have access to computers or Internet are being treated during the switch to remote learning due to COVID. Reilly provide interviews from teachers who know their students and who may not have access to these privileges. This piece also provides recent information on what the education secretary stated on the subject and how people are resonding to the shift. I was able to pull a decent number of quotes from this piece that I believe will strengthen the episode’s credibility.
Selwyn, N. (2013). Discourses of digital ‘disruption’in education: A critical analysis. Fifth International Roundtable on Discourse Analysis, City University, Hong Kong, 23-25.
Spiegel, S., Gray, H., Bompani, B., Bardosh, K., & Smith, J. (2017). Decolonizing online development studies? Emancipatory aspirations and critical reflections – a case study. Third World Quarterly, 38(2), 270. https://doi.org/10.1080/01436597.2016.1256767
This piece discusses online programs for students and how academics are shifting toward a social justice perspective but still are being told through a colonizing lens. The authors discuss how the students that are in Africa have been meet with lack of inclusivity to the programs that they are enrolled in and what it means to be in the program that states that it combats those very things that it promotes.
The Lancet. (2020). Redefining vulnerability in the era of COVID-19. Lancet, 395(10230), 1089. https://doi.org/10.1016/S0140-6736(20)30757-1
This article from The Lancet discuss vulnerable communities who are being affected by COVID and who do not have the same access to materials and supplies need in order to keep up with the high demands of the community. This piece provides the reader with definitions to work with that dive into the meaning of vulnerable groups of people, who they are and why they are in a vulnerable state during this time and always.
Tiera Greene, D. (2016). “We Need More ‘US’ in Schools!!”: Centering Black Adolescent Girls’ Literacy and Language Practices in Online School Spaces. Journal of Negro Education, 85(3), 274–289. https://doi.org/10.7709/jnegroeducation.85.3.0274
Tiera Green examines 6 Black teenage girls who exist in online school spaces and their reactions to certain aspects of online learning and how the lack of representation in their work and reading influences their learning experiences. The author discusses the girls being a part of an online book club and how books that connect with them are treated differently compared to the ones having to read for class. This piece is helpful for the project because it still rings true that most schools are built upon colonizer language and understandings that lack representations of other cultures that don’t fit the mold of white. I find this to be interesting and important because of the connection it can still have in schools today and what it means for remote learning now.
WEISSMAN, S. (2020). For Tribal Colleges That Have Always Struggled With Internet Access, Moving Online Isn’t Easy. Diverse: Issues in Higher Education, 37(4), 9.
I love this one. Weissman unpacks the lack of attention, resources and supplies being provided to indigenous peoples and lands during the COVID crisis. Due to lack of assistance prior to the pandemic, the author examines how impactful the sickness is to the communities that have been living without resources to begin with. This piece provides information on how much tribal schools are receiving compared to others, and the lack of resources that Native students are receiving.
Yorio, K. (2020). Emotional Support Needed. School Library Journal, 66(4), 14.
This short piece is provided by librarians that are reaching out to families in need of online and educational assistance during COVID and remote learning. Much like one of the earlier pieces, the aspect of mental and emotional help. Librarians in this piece reach out and recognize the problems that children and families are experiencing during these times and how they can help. Lastly, on this page is references to free resources for students and families to use if need be.