Abstract
Occurring during an education in emergencies (EiE) moment – the absence of face-to-face education in East Timor caused by the global pandemic covid-19 – this article explores intrinsic and extrinsic factors’ that influence teachers in their use of technologies, particularly in distance education. We seek indicators and (re) configurations that allow (re)placing teachers and students in meaningful teaching and learning conditions. This seek is carried with an access to education perspective that no one can be left behind.
| Translated title of the contribution | Reconfigure teaching and learning scenarios in emergencies periods: technological integration processes in education: teachers' perspectives |
|---|---|
| Original language | Portuguese |
| Pages (from-to) | 117-127 |
| Number of pages | 11 |
| Journal | Revista Diálogos |
| Volume | 5 |
| DOIs | |
| Publication status | Published - 17 Nov 2020 |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Education technologies
- Education in emergencies (EiE)
- Distance education
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