Leading School Learning Through Covid 19 And Beyond: Online Learning And Strategic Planning Through And Post Lockdown In English Secondary Schools

2019冠状病毒病给英格兰的学校领导带来了前所未有的挑战：随着学生恢复全日制学校教育，挑战加剧。英国政府已经发出警告，如果两周内出现两例或更多病例，学校将关闭，学校必须提供“高标准的远程/混合学习”（DfE，020720）。在封锁期间，学校制定了在线学习战略，但到目前为止，人们对这些战略是如何领导和管理的，以及它们如何/或将如何解决弱势学生的需求知之甚少或一无所知，这些学生被认为受到学校关闭的不成比例的影响。本项目采取三阶段混合方法的方法来调查如何在三个级别的学校领导人：校长（或首席执行官），课程规划负责人和部门负责人，在英格兰的州立中学，战略规划管理的在线学习在未来2年，以及如何建立在当前的做法。该项目采用以20所学校为基础的案例研究方法，对Puntedura的不同程度的技术整合模式进行了调整，以确定目前提供的在线服务水平以及学校未来两年的计划（Puentedura，2012年）这些是：L1 -替代-技术被被动地用于支持教学;第二语言-增强-传统的教学法适用于在线使用;第三语言-修改-对在线学习的设计给予了战略性的思考，并实施了增加在线教学价值的增强措施，以提高学习者的表现; L4 -在线课程设计的战略规划，与整个学校/部门的在线学习方法相联系。因此，该项目将为在线学习的短期和中期规划提供独特的见解。

Covid 19 has presented unprecedented challenge to school leaders in England: challenge that intensifies as pupils return to full time schooling. The UK government has issued warnings that schools will close if two or more cases of the virus appear within a fortnight and that schools must offer,'a high standard of remote/blended learning' (DfE, 020720). During the lockdown schools developed online learning strategies, but to date there is little or no knowledge of how these strategies have been led and managed or how they have /or will address the needs of disadvantaged pupils, who are recognised to be disproportionately impacted by school closures. This project takes a three stage mixed methods approach to investigate how school leaders at three levels; head teacher (or CEO), heads of curriculum planning and heads of department, in state secondary schools in England, are strategically planning for the management of online learning over the next 2 years, and how this builds on current practices. Using a case study approach based in 20 schools, the project uses an adaptation of Puntedura's model of differing degrees of technology integration to establish what level of online provision is being offered at present and what plans schools have for the next 2 years (Puentedura, 2012) These are : L1 - Substitution- technologies are used passively to support teaching; L2 - augmentation - traditional pedagogies are adapted for online use; L3 - Modification-strategic thought is given to the design of online learning and enhancements that add value to online teaching are implemented in order to improve learner performance; L4 - strategic planning for design of online offerings linking to whole school/ department approaches in online learning. As such, the project will offer unique insights into the short and medium term planning for online learning.