Remote teaching for equal and inclusive education in rural areas? An analysis of teachers' perspectives on remote teaching. Issue 3 (6th February 2020)

• Record Type: Journal Article
• Authors: Stenman, Saga; Pettersson, Fanny
• Is Part Of: International journal of information and learning technology. Volume 37:Issue 3(2020)
• Page Start: 87
• Page End: 98
• Publication Date: 2020-02-06
• Subjects: Inclusion -- Mixed methods -- Digital relational competence -- Pedagogical digital competence -- Remote teaching; Education, Higher -- Data processing -- Periodicals; Education, Higher -- Computer networks -- Periodicals; Education, Higher -- Information technology -- Periodicals; 378.00285
• DOI: 10.1108/IJILT-10-2019-0096
• Languages: English
• ISSNs: 2056-4880

Abstract

Abstract : Purpose: The aim of this study is to explore equality and inclusion as an aspect of remote teaching in rural areas. Moreover, the aim is to explore teachers' pedagogical digital competence (PDC) and school organizational support as conditions for developing remote teaching. Design/methodology/approach: A mixed method approach with both qualitative and quantitative data was used. Findings: According to this study, remote teaching can solve many problems for school organizations and offer pupils new opportunities to learn in rural areas. Remote teaching expands the learning environment and provides pupils with equal access to qualified teachers and a wider range of learning solutions for different needs. However, the learning context needs to be redesigned with flexibility to meet the needs of individual pupils, whereas the remote teaching format itself can contribute to difficulties in teachers' flexibility. In meeting these challenges teachers' PDC and digital relational competencies are becoming increasingly important. Moreover, teachers' access to communities and school contexts where remote teaching is collaboratively discussed and elaborated on. Research limitations/implications: The study is limited to a region in Sweden, with ten participants. Practical implications: The practical implications are that equal and inclusive remote teaching is dependent on technological as well as pedagogical competence from teachers as well as from organizations. Social implications: If sufficient professional development for teachers is provided as well as organizational structure are in place, remote teaching is an option for equal access to education in sparsely populated areas. This means inclusive education can be provided to areas otherwise lacking in teacher competence. Originality/value: The study is one of few that investigates how remote teaching teachers perceive the teaching form and the competencies and support required to develop and use it in rural areas.