Educatin in Covid-19 times, Exercícios de Língua Inglesa

Baixe Educatin in Covid-19 times e outras Exercícios em PDF para Língua Inglesa, somente na Docsity!

Student: Teresa Anastácio Gehamade

EDUCATION IN COVID-19 TIMES

INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO À DISTÂNCIA

Pemba, November 2021

INSTITUTO SUPERIOR DE CIÊNCIAS E EDUCAÇÃO À DISTÂNCIA

EDUCATION IN COVID-19 TIMES

Pemba, November 2021

Field Work Course: Degree in Nutrition 1st year Student: Teresa Anastácio Gehamade Work theme: Education in covid-19 times Module: English

Introduction

COVID-19 has had a profound impact on the national education system including higher education in Cabo Delgado, as well as every other province in Mozambique. The emergence of COVID-19 in our country has meant, since last March, the suspension of in-person classes, starting remote classes, pressure for the sudden adaptation of teachers and students, adaptation of the use of technological platforms, investment by educational institutions to purchase equipment and training to respond to teaching via a technology platform.

Remote classes held in the context of the covid-19 pandemic are teaching activities mediated by technology, but guided by the principles of face-to-face education. Remote classes offer continuity of schooling through technological resources, but at a distance. Usually, the lessons are sent to the classes by the teachers of each subject, at the same time as the in-person class.

Remote classes and distance education are the current trend to continue the academic year amidst the restrictions imposed by the COVID-19 pandemic. With the suspension of in-person classes, the Ministry of Education, exceptionally, released and has extended an ordinance that authorizes the resumption of courses in progress through online classes and remote activities. The measure is valid for federal universities, private colleges and other teaching units.

Objectives

General objectives

 Analyze the efficiency of education in covid-19 times.

Specific objectives:

 Analyze the impact of the covide-19 pandemic on education;  Analyze the use of technology in education;  Analyze the role of parents in education;  Analyze the organization of the school according to the current situation.

decreed from April 1st, extended for another two months, until July 29, 2020. The Government instructs on the reorganization of the school calendar and on the possibility of computing non- face-to-face teaching activities for the purpose of complying with the minimum annual workload, defines non-presential activities mediated or not by information technologies as a favorable way of complying with the school calendar and during the period of interruption of classes in public and private educational institutions. (MARCONI, 2020).

This brings as one of the central issues distance learning with non-face-to-face activities, as a way of continuing the school curriculum and in the schooling of contents, favoring the guarantee of compliance with the school year. Distance academic activity does not mean a change from face-to-face teaching to distance education, since this regime of activities (remote activity) is temporary and meets the COVID-19 pandemic period.

For (MARCONI, 2020), distance education and distance learning preserve methodological and operational differences in the performance of activities: a) distance education has recorded lessons and stay in the system so that students can study at any time and place they wish; material with standardized content for all courses; b) teaching with remote classes takes place with teachers online and in real time in the classroom, with the supposed interaction of students with pedagogical tools that can be used after the remote classes; exclusive material made by professors of the discipline; therefore, it requires extra time for the teacher to prepare, organize and monitor students.

By simply proposing distance education, the opinion cited shows no concern for who receives education. It does not organize ways and means to include the entire school population with fragile access to technology. It only emphasizes the possibility of attending school days and making content reports available, on the assumption that it is about teaching.

Remote education, thus advocated, is the worst form of banking education; there is no commitment to the Other of education. There is no possibility of adapting the curricular content to the specific needs of the students. It is a transmission package with the sole concern of bureaucratically complying with the requirement for school days. Yet another barbarism posed by technological logic at the expense of humanist logic.

Main challenges

Since no one foresaw the situation of the pandemic-19 and the damage it would cause, all countries present great challenges during different paths such as education, computer and/or internet, and adaptation problems. (QUINTAS-MENDES, 2008).

Lack of planning

There hasn't been any kind of planning for distance learning that is currently being done, precisely because no one would have imagined that we would go through something like this, so adapting to this new reality has not been easy, so teachers and school managers had to turn to adapting the face-to-face school curriculum to online teaching overnight. As a result, many schools started using digital tools such as Zoom, Skype and Google Meet, and many teachers never had prior contact with them. Furthermore, the teachers also needed to learn how to record and edit videos and, in the meantime, understand the best way to transmit their content and keep their students' attention. (QUINTAS-MENDES, 2008).

Difficulty accessing a computer and/or internet

Second, most Mozambican public school students do not have access to the internet, which further hindered their learning. According to data from UNICEF, around 4.8 million children and adolescents, aged 9 to 17 years old, do not have access to the Internet at home. This corresponds to about 17% of all Mozambicans in this age group. (QUINTAS-MENDES, 2008).

Adaptation problems

If it was difficult before, imagine now. There was not enough time to create a plan for this new form of teaching that we were forced to create, so both students, parents and teachers have suffered a lot during this period of adaptation. Therefore, it is necessary to be patient and understand both the side of the students and the side of the schools, which were also taken by surprise with a worldwide pandemic. (QUINTAS-MENDES, 2008).

Means for problem solving

For (LUDKE, 2011), right, so you could see that the challenges of public and private schools in Mozambique and the world are numerous, it is necessary to pay a lot of attention and rigor to

In this sense, adaptations to the digital world took place in public and private educational networks, through the use of videoconference applications, social networks and even adaptation to the Distance Education modality through the creation of virtual learning environments.

In this process, many educators have adapted their classes to resources that could be used in digital media and, in this respect, are better acquainted with technology in order to be able to teach distance classes through remote learning.

Tools and auxiliary platforms

For (KENSKI, 2020), In distance learning, classes are recorded, tutor/monitor as support in a timeless way, more standardized content and teaching material, usually available in advance, standardized schedule, standardized assessments, synchronous and asynchronous activities, workload distributed among various media resources and more self-instructional.

The tools and platforms for this are plentiful, and some suggestions for remote communication with students can be presented below:

WhatsApp: Use for individual conversations, in groups or through broadcast lists;

Google Hangout Meets: Web conferencing platform for up to 100 people at once;

Skype: Communication platform for a reduced number of people;

Google Forms: Creation of assessment, simulations and tests for resolution in digital format;

Microsoft Teams: Work as a team using chat, sharing files and making video calls.

Google Drive: Use for individual sharing, it offers several options for applying and producing various materials that can be shared on the network, enabling the editing of documents, spreadsheets, presentations, videos, photos, maps and other materials.

Technology is a product of science and engineering that involves a set of tools, methods and techniques aimed at solving problems. It is a practical application of scientific knowledge in different areas of research. The term educational technology refers to the use of technological resources as a tool to improve teaching. It is using technology in favor of education, promoting

more socio-educational development and better access to information. The great apparatus that brings countless social and educational benefits is the computer.

The use of technology favors interaction between students. When carrying out activities in pairs or groups, the internet allows everyone to express their knowledge and give opinions, which brings to light the students' previous experience, which motivates them even more, as they feel an active and important part of the learning process.

Role of parents in education

For (PAROLIN, 2003), the family is considered the “first social institution that, together with others, seeks to ensure the continuity and well-being of its members and the community, including the protection and well-being of the child”. Thus, it is through family life that children have their first contact with the world where they learn and experience different ways of existing in society through the construction of social relationships. Therefore, this affective relationship with the family has a great impact on the individual's life and formation.

The family, as responsible persons for the child, plays a decisive role in their education, serving as support in the formation of their character and conscience. The affective ties formed in the family environment can trigger a healthy development and positive interaction patterns, which enable them to be framed in the different environments in which they are inserted.

The subject's formation is correlated with the social environment in which he is inserted, and the family presents itself as the means of greatest influence on the cognitive and psychological development of its members. In other words, the individual's integral development can be enhanced through his insertion in a healthy family environment with diversified experiences. Just as an unstructured environment can cause irreparable damage to the child's human, psychological and social development. (PAROLIN, 2003).

The family presents itself as the first contact in which the child has their socialization patterns. In this way, all the experience acquired during your life will also reflect on your school performance and the success of the school task depends on active family collaboration. It is not possible to set aside school, family and society because the task of teaching cannot be the sole burden of the school, given that the student also learns through family, friends, close people, the

securely fit all students, providing a favorable environment and conditions for the resumption of classroom classes.

Looking specifically at some parts of the national territory, namely the city of Pemba in Cabo Delgado province, which transitioned to the community transmission pattern3, the return to classes in this pandemic phase is quite worrying, given the lack of adequate return conditions in the context current. On the occasion, the Government's need to observe, for the return to classes, the investment in the areas of water and sanitation for hand hygiene and to prevent the spread of covid-19 among students, teachers and other staff in the sector. (DESSEN, 2007).

Furthermore, educational institutions in Cabo Delgado province have a large number of physical and social barriers that impede the effective process of including children with special educational needs in education.

While no one could predict with certainty how long this situation will prevail, the African Union recommended planning ahead for eventual return to classrooms to ensure that reactivated schools provide a safe, clean and hygienic environment for children can return to them. (DESSEN, 2007).

Conclusion

Remote teaching advocates real-time transmission of classes. The idea is that the teacher and students of a class have interactions at the same timetables in which the subject's classes would take place in the face-to-face model. To have the best experience and interactivity during classes, you need access to a computer, power point, internet connection, headphone, microphone and webcam. Overall, although positive aspects were identified, the students' perceptions point to a more negative than a positive view. In adapting to university closing and in the global assessment of the online teaching and learning experience, students are divided between those who respond positively and negatively, and the same characteristics of distance learning were evaluated in an opposite way by different students.

Attachment

Img.lessons_in_covid_times_collegio_and alucia_using_masks_Pemba_city

Img.lessons_in_covid_times_16_de_junho_s econdary_school_using_masks_Pemba_city

Img_Lack of technology Studying_sharing_the_same_computer_to_pe rform_tasks_In_the_central_library_Pemba Studying_at_home_covid_times

img-technology_in_the_class_room_IL_Pemba_city