Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid
Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid
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流行病是变革的催化剂：新冠疫情前后英国中学数字教育的战略规划
DOI：
10.1002/berj.3845
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发表时间：
2022
影响因子：
2.3
通讯作者：
Baxter J
中科院分区：
文献类型：
--
作者：
Baxter J
2020 年因 Covid-19 导致封锁后，学校需要找到一种方法来确保学生的教育。为了做到这一点，他们在不同程度上进行了数字学习。创新源于所有学校工作人员，包括教师、领导和助教。有些人已经在这一领域进行创新，提出并实施了数字化战略，而另一些人则首次参与数字化学习。虽然关于大流行限制对学生和教职员工心理健康和教育程度等关键问题的影响的研究不断涌现，但人们对这种限制对学校领导战略规划过程的影响知之甚少。为了解决这一差距，本文借鉴了英国研究与创新资助的一项研究，该研究采用一种策略作为学习方法，报告了 2021 年 7 月英国取消限制之前、期间和之后对学校领导进行的 50 次定性访谈，以研究英国中学的数字化策略。它利用学习文献的策略来评估学校是否改变了数字学习的战略规划，作为对大流行期间学习和创新的直接反应。该论文的结论是，有证据表明，大流行期间的数字创新改变了领导者思考数字战略的方式，从而支持将战略作为学习方法。然而，报告还得出结论，尽管有充分证据表明，疫情已经改变了许多学校看待数字学习的方式，但对于一些学校来说，数字整合和规划仍然存在持续的障碍。这些源于物质和文化方面的考虑，以及领导者对数字学习的愿景和信念。
Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning.
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