The objections of industry unions to the legal responsibility of paintings in situations that pose a threat to health are understandable, but were less directed at teachers’ desire to expand the skills and infrastructure to teach a pandemic.
The unpredictability of the pandemic and restrictions on social interaction remain in force, but an immediate end is not being glimpsed. Teachers have had to move from an area where they have enjoyed for years the unknown and stimulating global teaching of online, distance, correspondence and socially remote teaching.
The Department of Basic Education has developed a COVID-19 consultant for teachers aimed at creating technological learning environments, which in practice meant that teachers needed to facilitate the learning of virtual teams such as online learning platforms, online videos and audio tutorials.
But the consultant is not enough. Teachers teach with limited skills. My delight as an instructor trainer, instructor education researcher, and former high school instructor shows that, unfortunately, instructors are not prepared to deal with the existing situation.
The average age of South African instructors is 43. This means that many left the instructor school more than 20 years ago and would possibly have limited knowledge of learning design that differs from face-to-face class methods.
Vision of technology
The use of generation for design and learning and evaluation has been a strategic objective in recent years, as shown in the 2004 White Paper on e-Education. Over the years, the Department of Basic Education has added key points to its vision in documents such as the Online Safety Guidelines in schools: educating towards responsible, responsible and ethical use of Internet technology. data and communication in education; guidelines for instructor training and professional development. data and communication technologies.
But the sector has had a number of demanding situations along the way, one of the biggest demanding situations has been the task of making an investment in generation and if this is justified by performance, even before the pandemic there were similar demanding situations use of the generation in public schools, adding insufficient infrastructure, poor Internet connectivity and lack of digitally competent teachers.
During closing, this truth became clearer because many public school teachers who did not have the experience, wisdom, or infrastructure to facilitate online learning found this difficult.
According to previous research, they are much more likely not to use generation to their full capacity. For example, previous studies have shown that teachers do not use generation for students to produce knowledge.
There is also the fact that the coaching workforce is largely aging and technophobic. Teaching strategies in an online learning environment differ from the classroom of face-to-face elegance teachers use. Online tactics for learning and attending other learning styles require skills that classic elegance that teachers don’t have.
Added to this is the fact that virtual machines are asymmetrical throughout the country.
The demanding new teaching situations
The pandemic has taken and replaced the known interactive, collaborative and cooperative categories and predictable schedules of instructors.
These are dangerous times, however, teachers are transforming and adapting their wisdom to ensure that learning takes place. Research shows that teachers must reshape their wisdom and dispositions to serve and respond to all difficult situations.