An official website of the United States government
The coronavirus (COVID-19) pandemic forced a rapid transition of K-16 education to remote and online learning in the final quarter of the 2019–2020 school year. The disruption was extreme for all teachers in K-12 but particularly for teachers involved in pilot programs, such as the NSF-funded Engineering for Us All (e4usa) project. This paper reports the key findings obtained through systematic data collection from a pilot cohort of high school teachers who adapted a brand-new engineering curriculum during the COVID-19 pandemic, students who experienced the adapted curriculum, and a new cohort of teachers who were tasked with teaching the updated curriculum.
more »
« less
The Analysis of Implementing Augmented Reality within Remote Learning
The world has transitioned into an entire cyber world due to the impact that COVID-19 has had on the planet—forcing us to resort to technology for most of our basic needs like shopping, attending school, and communicating. Technology has already proven to be at the forefront of generation, but now it is causing us not as familiar with technology to use it for our everyday needs. For instance, the elderly and children have had to enter the digital world to keep track of daily life. As a result of this, The education system was also put into a challenging predicament, forcing schools to shut their doors to students and move to complete remote learning. This solution to the COVID-19 pandemic was to limit the virus's spread by leaving lectures, lessons, and seminars to be taught through distant learning. Although this solution proved to be best, the transition has brought upon some unforeseen challenges putting students, parents, school faculty, and staff in difficult positions. The pandemic response has also presented many cybersecurity concerns because, as we all know, cybercriminals target everyone. The transition to remote learning has opened up tons of vulnerabilities within the education system and consequently expanded cybercriminals' reach.
more »
« less
- Award ID(s):
- 1754054
- PAR ID:
- 10284707
- Date Published:
- Journal Name:
- ADMI 2021: The Symposium of Computing at Minority Institutions
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
With the rapid shift to remote learning in the early days of the COVID-19 pandemic, parents, teachers, and students had to quickly adapt to what scholars have called emergency remote learning (ERL). This transition required increased reliance on digital tools, exacerbating privacy and security threats associated with expanded data collection and new vulnerabilities. In this study, we adopt a sociotechnical and infrastructural perspective to understand how these threats emerged through breakdowns and tensions in elementary school ERL. Through interviews with 29 US-based teachers and parents of elementary school students (grades PreK-6), we identify two core findings related to privacy and security. First, we detail three breakdowns in the ERL sociotechnical infrastructure: (1) reduced attention to privacy and security issues as parents and teachers cobbled together a patchwork of tools needed to make ERL work; (2) privacy and security risks that emerged from ambiguous and shifting school policies; and (3) the failure to adapt standard authentication mechanisms (e.g., passwords) to be usable by young children. Second, we identify tensions between parents' and teachers' desire to help children advance in their education and their desire for children's privacy and security in ERL, as well as tensions resulting from the collapse of home and school contexts. These findings collectively suggest that ERL exacerbated existing--and created new--privacy and security challenges for young students, and we argue these challenges will carry beyond the pandemic due to the increasing use of technology to supplement traditional education. In light of these findings, we recommend researchers and educators use a framework of care to develop social and technical approaches to improving remote learning in order to protect children's privacy and security.more » « less
-
In 2020, the world confronted an unprecedented event affecting education globally: COVID-19. Events that disrupt education are not new; Homelessness or trauma negatively impact education at an individual level, whereas war stops education completely. This event is unique in that it caused the cessation of in-person instruction for all but with a rapid transition to remote instruction. In this study, we explore how the COVID-19 pandemic affected instruction of Scratch Encore Curriculum, a Scratch curriculum typ- ically used in middle grades with students between 10-14 years old. We analyzed a variety of data sources, including partner classroom- level data as well as anonymous download data. We found that instruction halted abruptly in the United States at the beginning of the March lockdown, with no further instruction that spring. With the introduction of online instructional materials, instruction resumed to normal levels during the 2020-21 school year (which was remote instruction for much of the year). In addition, students completed projects with similar accuracy and completeness during remote instruction as compared with in-person instruction prior to the pandemic.more » « less
-
The COVID-19 pandemic has accelerated the shift from traditional in-person teaching to remote and online learning, necessitating a more adaptable educational platform to serve the diverse needs of students. Transforming hands-on “wet lab” activities into virtual “dry lab” exercises can promote a more accessible and flexible learning environment, offering innovative methods to improve online teaching outcomes, incorporate interactive components, and provide student support. Here we describe our effort of utilizing NUPACK, a free cloud-based web application, to develop new educational modules on nucleic acids for teaching biochemistry lectures and laboratories. These modules include fundamental topics such as melting temperature, hybridization equilibrium, free energy, secondary folding structures of nucleic acids, and the thermal stability of single-nucleotide polymorphisms. The NUPACK-based DNA computational lab not only provides a hands-on learning experience to enhance students’ understanding of nucleic acid structures, hybridizations, and characteristics but also facilitated the transition to remote learning during the pandemic. Furthermore, these computation-assisted DNA experiments have been extended to engage local high school students at Rutgers UniversityCamden. This article summarizes the curriculum development and guidelines for the DNA computational lab, aiming to benefit the education of nucleic acids in biochemistry for a wider audience of educators and learners.more » « less
-
Zhu, Rong (Ed.)The outbreak of the COVID-19 pandemic early in 2020 forced universities to shut down their campuses and transition to emergency remote instruction (ERI). Students had to quickly adapt to this new mode of instruction while dealing with all other distractions caused by the pandemic. This study integrates extensive data from students’ institutional records at a large Historically Black College and University (HBCU) institution with data from a students’ survey about the impact of COVID-19 on learning during the Spring 2020 semester to examine the impact of the transition to ERI on students’ performance and identify the main factors explaining variations in students’ performance. The main findings of our analysis are: (a) students’ university experience was positively correlated with performance (continuing students who spent at least one academic year at the university prior to the outbreak had better performance than freshman and new transfer students), (b) students’ perceived change in performance after the transition was positively associated with actual performance (students who perceived a decline in their performance after transition to ERI had significantly worse performance than other students), and (c) students’ prior online learning experiences and students’ emotional experiences with the COVID-19 disease were not significantly associated with performance. These results suggest that the approaches adopted by higher education institutions to support students during times of crisis should pay special attention to certain groups of students.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- The DOI is not currently available.
