Samuel Taggart
Samuel Taggart is an experienced classroom practitioner and teacher educator in Technology and Design Education at Ulster University, Northern Ireland. His research interests focus on the use of educational technology to support learning and teaching, particularly within Initial Teacher Education. Working with examination authorities, charitable Science, Technology, Engineering and Mathematics (STEM) groups and local organisations, he aims to promote greater awareness of the educational, technological and engineering challenges and opportunities associated with the fourth industrial revolution.
Barbara Skinner
Barbara Skinner is a Professor in TESOL (Teaching English to Speakers of Other Languages) in the School of Education at Ulster University, and a Senior Fellow of the Higher Education Academy. Prof. Skinner’s work explores issues concerning working parents and home-schooling during COVID, teachers’ mental health, teacher education, higher education pedagogy and intercultural competence. Projects have included managerialism and teachers’ professional identity and the EAL training needs of initial teacher trainees in Northern Ireland.
Stephen Roulston
Stephen Roulston is a Research Fellow at Ulster University, previously the Course Director for PGCE Geography. He spent 20 years teaching, largely Geography and Geology, in a range of schools in Northern Ireland, joining Ulster University as a Lecturer in 2009. He has pioneered the use of ICT in supporting learning, particularly the use of GIS. He has also conducted research in education in divided societies, most recently as the lead for the Transforming Education project. This work aims to highlight aspects of education in Northern Ireland, a divided society emerging from conflict, which appear to be ineffective, wasteful or socially divisive.
Roger Austin
Roger Austin is Emeritus Professor in the School of Education at Ulster University in Northern Ireland. He has been a pioneer in the field of using technology to build community cohesion through inter-school links and has published extensively on this since 1988. The most recent work, published in late 2020, is Blended and Online Learning for Global Citizenship, co-authored with Bill Hunter. He has led two ground-breaking projects on the island of Ireland, the European Studies Programme and the Dissolving Boundaries Programme which used blended learning to foster intercultural education between teachers and pupils.
The global shift to remote learning during the COVID-19 pandemic has been a profound challenge for educational systems worldwide. Our study, recently published in Technology, Pedagogy and Education, explores how primary and secondary schools in Northern Ireland navigated this unprecedented change. Our research highlights what worked, why it worked, and the key factors that facilitated or hindered effective learning during this period.
Adapting to the Digital Shift
In Northern Ireland, schools quickly transitioned to online learning, leveraging a centrally managed ICT (Information Computing Technology) service that provided a common infrastructure across all grant-aided schools. This uniformity in technology infrastructure, coupled with prior investments in ICT, enabled many schools to implement online learning platforms effectively. Our study focused on five schools, representing a mix of urban and rural settings and varying levels of socio-economic disadvantage.
During the initial lockdown, schools faced a steep learning curve, with many operating in ‘crisis mode.’ Teachers and parents reported a lack of structure and consistency in the provision of online education. By the second lockdown, however, most schools had developed more strategic approaches, incorporating synchronous online lessons that facilitated real-time interaction between teachers and students.
Key Findings on Effective Practices
One of the standout findings from our research was the importance of synchronous learning. Both pupils and parents expressed a preference for live lessons, which provided clarity and immediate feedback. This was particularly beneficial for subjects that students found challenging. Teachers also adapted by using tools like Google Classroom, Office 365, and Seesaw to teach lessons and distribute and collect assignments.
Our study also highlighted the critical role of school leadership in navigating the challenges of remote learning. The most effective leaders were those who anticipated future ICT needs, offered rapid professional learning for staff, and maintained robust communication with parents. This proactive approach was crucial in ensuring that all students, especially those from disadvantaged backgrounds, remained engaged with their education.
Facilitating Engagement and Overcoming Barriers
Engaging students in a remote learning environment posed significant challenges. Schools found innovative ways to maintain interaction and support, such as daily online meetings and pastoral care sessions. These efforts helped to mitigate feelings of isolation and ensured that students felt connected to their school community.
Barriers to effective remote learning, however, persisted, particularly for students with poor internet access or limited digital literacy. Schools addressed these issues by distributing devices and providing technical support to families, demonstrating a commitment to inclusivity and equitable access to education.
Conclusion
Our research underscores the resilience and adaptability of Northern Ireland’s educational community in the face of the pandemic. The lessons learned from this period will continue to inform and shape blended and online learning practices in the future. By sharing these insights, we hope to contribute to a broader understanding of effective strategies for remote education and inspire other regions to implement similar approaches.
For a more detailed exploration of our findings and the implications for future educational practices, you can read the full article in Technology, Pedagogy and Education, Vol 33.
Sammy Taggart, Professor Barbara Skinner, Dr Stephen Roulston & Professor Roger Austin Ulster University
Taggart, S., Skinner, B., Roulston, S., & Austin, R. (2024). Blended and online learning: what works and why in primary and secondary schools. Evidence from Northern Ireland. Technology, Pedagogy and Education, 33(3), 313–330. https://doi.org/10.1080/1475939X.2024.2305706
