Résumés
Abstract
The coronavirus caused a break boundary in public schooling. High school teachers in New Brunswick, Canada, were forced to confront a sudden shift in how they educated students — from classroom to computer screen. This qualitative interpretive case study investigated the reshaping of New Brunswick high school pedagogy prompted by an intensive turn toward digital technologies as a response to the pandemic. Data was thematically analyzed from the interviews of eight high school teachers who taught in a blended learning environment during the first full year of the pandemic. By listening to the voices and experiences of teachers, educational scholars and curriculum reformers can better understand how this unique educational event impacted teaching and learning and its implications for public schooling.
Keywords:
- technology and education,
- pedagogy,
- COVID-19,
- blended learning,
- media ecology
Résumé
Le coronavirus a entraîné une rupture dans le système scolaire public. Cette étude de cas qualitative et interprétative a examiné la refonte de la pédagogie dans les écoles secondaires du Nouveau-Brunswick provoquée par un virage soudain et marqué vers les technologies numériques en réponse à la pandémie. Les données issues des entrevues menées auprès de huit personnes enseignantes du secondaire ayant enseigné dans un environnement d’apprentissage mixte au cours de la première année complète de la pandémie ont fait l’objet d’une analyse thématique. En prêtant attention aux témoignages et aux expériences des personnes enseignantes, les spécialistes de l’éducation et les responsables de la réforme des programmes scolaires peuvent mieux comprendre l’impact et les répercussions de cet événement éducatif unique.
Mots-clés :
- technologie et éducation,
- pédagogie,
- COVID-19,
- apprentissage mixte,
- écologie des médias
Parties annexes
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