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Teachers' readiness online (TRIO)

An international research project exploring educators online teaching during the Covid-19 crisis.

Woman by a table with laptop

The TRIO-project will highlight the challenges and opportunities associated with moving teaching practices to fully online environments, and what the change meant for vulnerable learners (photo: Unsplash.com). 

About the project

The aim of the project is to collect information about the readiness of educators (teachers and student teachers) for online teaching and what opportunities and challenges educators relate to online teaching. We are also concerned about the inclusion of vulnerable learners in online practices during the Covid-19 crisis. Our research question is: “Are teachers ready to transition to online learning in ways that include all learners?”

Background

Time Frame: April 2020 to April 2021
Theoretical foundation: The PEAT model - Pedagogical, Ethical, Attitudinal and Technical dimensions of Digital Competence in Teacher Education (Dicte 2019). Developing ICT in Teacher Education Erasmus+ project 

DigiGen - Research into the impact of digitalisation on children and youth

Methods: Descriptive survey research with open-ended questionnaire, comparative cross-country analysis

Main survey (data collection completed)

Survey in English: We weren't ready for this. Or were we? (PDF)

Survey information sheet (pdf)

Survey in other languages (data collection completed):

Deutsch: Darauf waren wire night vorbereitet. Oder doch?

Eesti keel: Me ei olnud selleks valmis. Või olime?

Español: No estábamos preparados para esto. ¿O sí?

Français: Nous n’étions pas préparés à cela. Ou peut-être que si? 

Íslenska: Við vorum ekki tilbúin fyrir þetta. Eða vorum við það? 

Italiano: Non eravamo pronti. O forse si?

Norsk: Vi var ikke klare for dette. Eller var vi?

Română: We weren't ready for this. Or were we?

中文:我们准备好了没有?

Publications

Gudmundsdottir, G.B. & Hathaway, D.M. (2020). "We Always Make It Work": Teachers' Agency in the Time of Crisis. Journal of Technology and Teacher Education, 28(2), 239-250. Waynesville, NC USA: Society for Information Technology & Teacher Education.

Dissemination

Gudmundsdottir, Greta Björk & Strand, Anneli (2020, 19. juni). Lærernes håndtering av hjemmeskole under koronakrisen imponerer forskere.  [Teachers impress researchers during home schooling]. NRK.no.

Gudmundsdottir, Greta Björk & Heie, Magnus (2020, 16. juni). Var lærerne klare for å bli heldigitale?. [Were the teachers ready to go fully online?] Forskning.no.

Gudmundsdottir, Greta Björk & Drevvatne, Anneli Strand (2020, 09. juni). Få lærere hadde kunnskap om heldigital undervisning da skolene stengte. [Few teachers had prior experience with online teaching when the schools shut down] (God morgen Nordland).  NRK.no

Gudmundsdottir, G.B & Heie, M. (2020, 29. May). Var lærerne klare for å bli heldigitale? [Where teachers ready to go fully online?] Forskning.no.

Hathaway, D., Gudmundsdottir, G.B. & Gilje, Ø. (2020, 25. May). FIKS webinar: Undervisning og læring på nett - hva sier forskningen? [FIKS webinar: Teaching and learning online - What does research say?]

Gudmundsdottir, G.B & Heie, M. (2020, 23. April). Digital kompetanse i skolen handler om mer enn tekniske ferdigheter. [Digital competence in school is more than technical skills] Forskning.no.

Gudmundsdottir, G.B. & Strand, H.K. (2020, 18. April). Har tru på Matteus-effekt for elevane: Dei som har mykje skal få meir. [Beliefs in Matthew effect: Those who have a lot will get more] Khrono.no.

Gudmundsdottir, G.B. & Heie, M. (2020, 1. April). Det viktigste med nettbasert undervisning skjer på forhånd. [The most important about online teaching happens in advance] Utdanningsforskning.no.

Published Mar. 31, 2020 10:34 AM - Last modified Oct. 28, 2020 7:53 PM