**4.2 Technological resources and digital competence**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

**4.1 Teaching with intentionality: one size does not fit all**

tional emphasis.

Covid-19 has left footprints on the educational system that will last for years to come and presents a unique opportunity to transform traditional educational modalities into contemporary learning models. While the transition in the Spring of 2020 was emergent, the academic year 2020–2021 was not and it has opened the door to embracing successes and challenges to formulate new educational milieus constructed from these experiences. These instructional strategies and educational environments would move beyond a crisis response and shift pedagogy and educa-

While social distancing in its earlier conceptualizations referred to the cultural

and social distance between groups in society, it has now taken a broader that encompasses physical distance as well [15]. It is with intention that we must recognize the different comfort levels and experiences of educators and students during the pandemic and varying levels of restrictions, and to recognize the cultural context in which these experiences exist [15]. While there is a significant benefit to being able to create continuity through continued education, the transition of traditional education online is not without obstacles. While some students will excel in models of self-regulated learning, others will flounder and feel lost. Students have struggles with self-direction, access to learning materials and learning environments as well as feelings of isolation [51, 52]. When students and educators transitioned out of classrooms that were free from distractions and into their homes that often house siblings, other family members, and pets, all of whom are also participating in daily life while students are attempting to focus on remote learning. Educators and systems of education must be up to the task of preparing to respond not only to the unique needs of each student but also to the multiple contexts in which students lives exist. For the vast majority of students, this is their first exposure to social distancing, stay at home orders, and the many restrictions that have been put in place as a result of the pandemic, including an emergency remote learning shift [53]. Many students have experienced anxieties related to how Covid-19 will impact their academic performance and their ability to continue to progress

academically, having their previous identities as students shaken [53].

Although technology is commonplace in our daily lives and allows us to stay connected when geographic location prohibits it, it does not readily replace the connections that exist when we are able to be in close physical proximity of others. Technology has helped us to facilitate education when the current public health situation prevented meeting physically, however, technology is only one piece of the success of remote learning. While technology regularly has its place as a supplemental learning tool, Covid-19 has been the first time that it has been used to replace face-to-face instruction [54]. Educators must be intentional in building classroom communities that create connection to the students and that foster connections between students. The transition to remote learning creates a shift in classroom milieu when students can no longer receive non-verbal cues from the reactions of educators and other students that must be considered when planning online learning communities [52, 55]. When educators and students meet in person, they can readily recognize when the material is not resonating for a student or when a lesson plan needs to be extended or adjusted based upon what they can see from students' reactions, however, this can be quite different in a virtual environment and requires creativity and flexibility to build a community that fosters what may have come naturally before. Educators can utilize their understanding of contextual influences, trauma responses, and stressors to create safe spaces for equitable learning

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experiences for all students.

Technology was the cornerstone of ensuring that the educational system was able to continue to function in the face of a global crisis. As such, individuals with limited technological resources or that had poor internet connection were at a significant disadvantage during this transition [7, 12, 53, 58, 59]. School systems found themselves faced with large percentages of their population lacking the basic technological resources and internet to participate remotely, thus creating a demand for the distribution of resources to families and students in need [7, 60]. Students in remote and rural areas struggle with network capacity, leading to loss of educational opportunities [53, 58–61]. Socio-economic status has also been found to be directly linked to technological resources, as the poverty level increases in a community the rate of technological resources decrease [12, 56]. While many school systems were able to ameliorate the lack of technological by distributing resources to many students and their families, the transition to remote learning was slowed for these students, creating concern around loss time and instruction [7, 12, 61].

This raises significant concern regarding a system that is tasked with bridging the equality gaps of its students that was significantly usurped in this effort by a pandemic that accelerated educational inequalities at an alarming rate [12, 57, 60]. Many students who previously had relied upon the school resources for access to technology were at a significant disadvantage to students who had access to personal technological resources [56, 57]. Equity issues related to social capital, access, and vulnerabilities were reported by students creating a widespread concern for the exclusion of marginalized populations due to widening inequities [50, 60]. Even for students who do have access to the internet, many do not have the adequate skills to navigate the multilevel learning modules and online platforms in this new learning modality [53]. There is a vast array of technological platforms and applications that can be employed in remote learning, however, this requires users to be able to navigate the technical configurations which requires digital competence that all students do not possess [58].

The vast differences in educational systems availability of infrastructure and technology that prepared them to transition in emergent situations contributed to the differences experienced by students and education in the weeks following the Covid-19 restrictions [8, 62]. Integrated learning modules and technology to support practical experiences has been significantly lacking highlighting the need for innovated practices such as video simulations and practical exams to assist in closing the gap [60, 63]. Many educational systems were forced to engage in experimental labs by observation rather than participation. Attention will need to be paid the incorporation of field and research experiences to prevent students graduating without skills necessary to be successful [63]. Ensuring that all content is available and accessible from a variety of devices increases the possibility that students who will be able to access it regardless of whether or not they have access to a computer or laptop device [50].

#### **4.3 Assessment in an evolving educational climate**

The delivery of quality education is the cornerstone of our educational systems, assessment is often regarded in a similar light, as the means to identify whether students are being given access to and learning what is expected of them. Assessment allows for the evaluation of what students have learned and thus must exist in a manner that is representative of the learning environment, even in times of remote learning and social distancing. The recent transition to multiple online teaching models has increased concern regarding how to effectively assess students without increasing dishonesty and maintaining the reliability and validity of assessment measures [9]. The current crisis has created a demand for measures of assessment of student learning and outcomes that is fair, safe, feasible, while maintaining its reliability and validity.

The shift to online learning has left students concerned about how their learning environments and opportunities will influence their academic reports and tests [9]. The use of adequate and innovative tools for evaluation and self-evaluation are especially necessary during the Covid-19 pandemic in order to be representative of the changing learning environment and provide students with adequate feedback on their performance. Educators and educational systems have a unique opportunity to create flexibility in assessment methodologies and to harness technology to create innovative measures of educational achievement. Rather than trying to identify ways in which educators can supervise assessment measures remotely and continue with education as usual, harnessing the available media and digital technologies that include text, video, imaging, presentations etc. may be more effective ways for students to demonstrate achievement and progress in a multitude of ways [36]. Digital technology allows for the use of varied timescales for assessment and decreases the need for measures that are time sensitive or location driven [36]. They also readily allow for student accommodations due to individual needs such as extended time with technology also affording the opportunity to access assessments from multiple digital platforms [36].

Educators and students have highlighted the use of informal assessment measures such as self-check quizzes as useful measures of performance and opportunities for feedback without the high stakes of more formal assessment measures [64, 65]. Alternative options such as discussion prompts, video submissions, and collaborative assignments are just the beginning of the creative ways that academic progress can be measured. Educators have reported challenges for integration of innovative assessment measures including time management due to the additional time it takes to provide feedback to assignments such as discussion posts, papers, and other measures using new online technologies [64, 65]. The use of students as moderators or asking students to provide peer feedback may help to reduce some of these stressors for educators. Students have experienced challenges related to the complexity of assessment measures in a time where contact with the educator does not occur in real time [64] and where they are not able to ask questions while taking the assessment as they would traditionally. In order to bridge this gap in support, educators can break down assignments into smaller pieces, providing multiple opportunities for feedback, provide tutorials for students, as well as rubrics that highlight the features of the assignment that will be the major portions of the student's grade [64].

#### **4.4 Preparing for the new normal**

The online learning environment leverages technological tools to shift the focus from the educator to that of the student. Such pedagogical styles as inquiry-based learning, problem-centered learning, and integrative learning can be employed to shift the role of educator from one of provider of information to that of co-creator of a dynamic learning process [11]. These pedagogical approaches are conducive to trauma sensitive instruction and the facilitation of safe educational spaces. Educators can create collaborations with students as partners in the learning process [42] thereby increasing student responsibility for their learning and creating a sense of ownership and empowerment [50]. Students should be challenged to discover content rather than be provided with it as an avenue to deepen their learning [11] this includes a conscious shift to activity-based learning assignments in lieu of recorded lectures and assigned readings [66]. To effectively do so, online learning must be structured in such a way that allows for ease of use, with assignments that are clear

**245**

*Intentional Teaching: Building Resiliency and Trauma-Sensitive Cultures in Schools*

to combat student concentration and attending challenges [51].

provide additional learning opportunities for students [14, 55].

emotional and psychological responses to crises [40].

Recommendations include building the technical infrastructure to provide learning platforms that are easy to access and organized in a manner that is consistent and easy to follow [8, 9, 63]. This includes structure to online learning platforms that is consistent and orderly. Routine can be established in remote learning using consistency in due dates and assignments. All students should have access to the necessary technology, placing a need on educational systems to ensure that families are provided with electronic devices and internet capabilities whenever needed [63]. Educators will also need to be provided with home-based teaching materials that allow for ease of instruction. This includes providing accessible online resources and the consideration of incorporating open access materials to

While educators are revered as experts in their subject matter and have practical teaching experience in a traditional classroom, this does not readily translate into expertise in delivery of instruction online [54]. Educators will benefit from professional development that focuses on pedagogical differences in online learning and developing skills in the use of e-learning tools for assessment and instructional delivery [9, 11, 53, 55, 57, 63]. This includes ways to effectively create classroom climate, encourage student engagement, and ways to provide feedback in real time to students thereby decreasing experiences of confusion and isolation [50, 54]. As educational narratives are changing, pedagogical approaches and methods of interacting need to shift to remain relevant and effective. Trainings and ongoing supports from educational systems should emphasize the demands on educators during times of change, highlighting self-care strategies and building awareness of

Educational systems should work to develop opportunities for practical classroom experiences, such as laboratories, harnessing community resources and stakeholders whenever possible [63]. The incorporation of low-stakes or ungraded assessment measures that allow students to receive feedback and educators to track

to understand thereby decreasing stress levels. While technology tools to provide instruction are plentiful, educators should seek to simplify the process as often as possible and avoid multiple logins, passwords, and platforms for students to learn thereby decreasing the possibility of confusion and anxiety [66]. Educators can also increase effectiveness by implementing modular teaching practices, providing clear structure, breaking up content into smaller pieces, and using repetition as a tool [51]. To provide effective learning opportunities to students we must attend to all contexts in which they are influenced, as all contexts will influence their capacity to learn [12]. Educators can recognize that in the face of global adversity that humility, grace, and unity are at the foundation of instructional success [50]. Conversations about Covid-19 and other adversities that students experience should be talked about including prevention strategies, information regarding public safety, and mental health education [8]. Experiences such as the transition to remote learning should be openly discussed including shifts in expectations, participatory roles, and implementation of technology such as cameras. Educator presence places a central role in the effectiveness of remote learning and experiences of students, perhaps more than in face-to-face classrooms [11, 12, 51]. Educators are challenged to find their voice and presence in an environment where time and space have shifted and are not always synchronous [51, 66] and many students have reported that positive teacher-student interactions are lacking in remote learning [11, 54]. Educators should be planful in their delivery methods of instruction and create multiple communication pathways for students to have access to support and clarification [66]. Assignments and learning expectations should match student readiness, identified with an understanding of all contextual factors, and should seek to be effective yet brief whenever possible

*DOI: http://dx.doi.org/10.5772/intechopen.96571*

#### *Intentional Teaching: Building Resiliency and Trauma-Sensitive Cultures in Schools DOI: http://dx.doi.org/10.5772/intechopen.96571*

to understand thereby decreasing stress levels. While technology tools to provide instruction are plentiful, educators should seek to simplify the process as often as possible and avoid multiple logins, passwords, and platforms for students to learn thereby decreasing the possibility of confusion and anxiety [66]. Educators can also increase effectiveness by implementing modular teaching practices, providing clear structure, breaking up content into smaller pieces, and using repetition as a tool [51].

To provide effective learning opportunities to students we must attend to all contexts in which they are influenced, as all contexts will influence their capacity to learn [12]. Educators can recognize that in the face of global adversity that humility, grace, and unity are at the foundation of instructional success [50]. Conversations about Covid-19 and other adversities that students experience should be talked about including prevention strategies, information regarding public safety, and mental health education [8]. Experiences such as the transition to remote learning should be openly discussed including shifts in expectations, participatory roles, and implementation of technology such as cameras. Educator presence places a central role in the effectiveness of remote learning and experiences of students, perhaps more than in face-to-face classrooms [11, 12, 51]. Educators are challenged to find their voice and presence in an environment where time and space have shifted and are not always synchronous [51, 66] and many students have reported that positive teacher-student interactions are lacking in remote learning [11, 54]. Educators should be planful in their delivery methods of instruction and create multiple communication pathways for students to have access to support and clarification [66]. Assignments and learning expectations should match student readiness, identified with an understanding of all contextual factors, and should seek to be effective yet brief whenever possible to combat student concentration and attending challenges [51].

Recommendations include building the technical infrastructure to provide learning platforms that are easy to access and organized in a manner that is consistent and easy to follow [8, 9, 63]. This includes structure to online learning platforms that is consistent and orderly. Routine can be established in remote learning using consistency in due dates and assignments. All students should have access to the necessary technology, placing a need on educational systems to ensure that families are provided with electronic devices and internet capabilities whenever needed [63]. Educators will also need to be provided with home-based teaching materials that allow for ease of instruction. This includes providing accessible online resources and the consideration of incorporating open access materials to provide additional learning opportunities for students [14, 55].

While educators are revered as experts in their subject matter and have practical teaching experience in a traditional classroom, this does not readily translate into expertise in delivery of instruction online [54]. Educators will benefit from professional development that focuses on pedagogical differences in online learning and developing skills in the use of e-learning tools for assessment and instructional delivery [9, 11, 53, 55, 57, 63]. This includes ways to effectively create classroom climate, encourage student engagement, and ways to provide feedback in real time to students thereby decreasing experiences of confusion and isolation [50, 54]. As educational narratives are changing, pedagogical approaches and methods of interacting need to shift to remain relevant and effective. Trainings and ongoing supports from educational systems should emphasize the demands on educators during times of change, highlighting self-care strategies and building awareness of emotional and psychological responses to crises [40].

Educational systems should work to develop opportunities for practical classroom experiences, such as laboratories, harnessing community resources and stakeholders whenever possible [63]. The incorporation of low-stakes or ungraded assessment measures that allow students to receive feedback and educators to track

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

from multiple digital platforms [36].

**4.4 Preparing for the new normal**

dishonesty and maintaining the reliability and validity of assessment measures [9]. The current crisis has created a demand for measures of assessment of student learning and outcomes that is fair, safe, feasible, while maintaining its reliability and validity. The shift to online learning has left students concerned about how their learning environments and opportunities will influence their academic reports and tests [9]. The use of adequate and innovative tools for evaluation and self-evaluation are especially necessary during the Covid-19 pandemic in order to be representative of the changing learning environment and provide students with adequate feedback on their performance. Educators and educational systems have a unique opportunity to create flexibility in assessment methodologies and to harness technology to create innovative measures of educational achievement. Rather than trying to identify ways in which educators can supervise assessment measures remotely and continue with education as usual, harnessing the available media and digital technologies that include text, video, imaging, presentations etc. may be more effective ways for students to demonstrate achievement and progress in a multitude of ways [36]. Digital technology allows for the use of varied timescales for assessment and decreases the need for measures that are time sensitive or location driven [36]. They also readily allow for student accommodations due to individual needs such as extended time with technology also affording the opportunity to access assessments

Educators and students have highlighted the use of informal assessment measures

such as self-check quizzes as useful measures of performance and opportunities for feedback without the high stakes of more formal assessment measures [64, 65]. Alternative options such as discussion prompts, video submissions, and collaborative assignments are just the beginning of the creative ways that academic progress can be measured. Educators have reported challenges for integration of innovative assessment measures including time management due to the additional time it takes to provide feedback to assignments such as discussion posts, papers, and other measures using new online technologies [64, 65]. The use of students as moderators or asking students to provide peer feedback may help to reduce some of these stressors for educators. Students have experienced challenges related to the complexity of assessment measures in a time where contact with the educator does not occur in real time [64] and where they are not able to ask questions while taking the assessment as they would traditionally. In order to bridge this gap in support, educators can break down assignments into smaller pieces, providing multiple opportunities for feedback, provide tutorials for students, as well as rubrics that highlight the features

of the assignment that will be the major portions of the student's grade [64].

The online learning environment leverages technological tools to shift the focus from the educator to that of the student. Such pedagogical styles as inquiry-based learning, problem-centered learning, and integrative learning can be employed to shift the role of educator from one of provider of information to that of co-creator of a dynamic learning process [11]. These pedagogical approaches are conducive to trauma sensitive instruction and the facilitation of safe educational spaces. Educators can create collaborations with students as partners in the learning process [42] thereby increasing student responsibility for their learning and creating a sense of ownership and empowerment [50]. Students should be challenged to discover content rather than be provided with it as an avenue to deepen their learning [11] this includes a conscious shift to activity-based learning assignments in lieu of recorded lectures and assigned readings [66]. To effectively do so, online learning must be structured in such a way that allows for ease of use, with assignments that are clear

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student progress can bridge the gap created by the lack of face-to-face observations [64]. Educators and school systems while understandably caught off guard by a global pandemic, now have the experience to ensure that there are contingency plans for all issues that may arise. Implementation of emergency plans for scenarios such as technological issues, internet outages, and times where learning platforms are inaccessible can provide students with steps to follow and decrease confusion or learning disruptions [50, 51]. Methods of student communication and information sharing that are consistent create ease of implementation of back up plans and ensure that students are not scrambling if something does not go according to plan. While the Spring of 2020 created an emergency response in educators, felt widely by students, preparedness can decrease the experience of emergency and provide reassurance and consistency. Continency planning also creates the flexibility to pivot and switch as necessary which is particularly useful in the face of a global adversity that is long-lasting and is experienced in waves [51].
