Walter Sisulu University (WSU) in South Africa, like other universities worldwide, is faced with the challenges associated with the outbreak of the COVID-19 pandemic. The challenge has changed our day-to-day lives, including the way we interact and conduct business. In the midst of this, WSU has had to change the way learning and teaching occurs.…

Purpose: The coronavirus (COVID-19) pandemic led education institutions to move all face-to-face (F2F) courses online. The situation is unique in that teachers and students can make a direct comparison of their courses before (F2F) and after COVID-19 (online). This study aims to analyze teachers' viewpoints for this unprecedented change.…

The pandemic may well have totally changed the way foreign languages are now being taught. In March 2020 language centres (LCs) in universities needed to adjust abruptly to online teaching with minimal resources or training for teachers. Research on the topic of the impact of the pandemic on teaching started from Day 1 and to date there have been…

The purpose of this qualitative research was to describe teachers' experiences in a technology-mediated teaching context during the COVID-19 pandemic. We mainly focused on teachers' experiences with technology use (change and variety of the use) and their willingness to use technology in teaching. We designed an interview-based study. The…

The societal lockdown imposed in Canada in March 2020 to stem the spread of COVID-19 severed key points of connection for low-income Canadians who rely upon schools, libraries and even fast-food chains for internet connectivity. This has had dire implications for timely access to vital information and resources, and has revealed the extent to…

The present study aimed to investigate the challenges and barriers encountered by ESL teachers when they implement technological tools in writing classroom. It also explored teachers' perceptions towards integrating technology in writing classroom. The study involved observing a number of writing classes from different levels at an English…

This study aims to discuss the existing ICT environment in preparatory schools of two foundation universities in Ankara, EFL instructors' use of ICT in their classes, and the factors influencing the use of ICT. To this end, a descriptive study was designed and carried out with 190 EFL instructors working at preparatory schools of two foundation…

On Friday, March 13, 2020, at 12:25 PM, on the eve of midterm break, in response to the COVID-19 pandemic, faculty and staff at a Midwest Florida Community College were notified by email that the college would extend midterm break and terminate all non-essential operations for an additional week; however, most college operations and course…

With increasing emphasis by policymakers, there has been an increase in access to technology within schools across the globe. However, recent survey findings suggest that teachers may not be integrating technology into their writing instruction in meaningful and effective ways. Variability in technology integration can be attributed to teacher…

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social,…

This analysis explores the ways in which the digital measures taken by Ecuador's MINEDUC affected the access and quality of education in Ecuador, as well as impacts of these changes on existing socioeconomic gaps in the country. The exploratory study was based on two semi-structured interviews, one with an educational practitioner and one with a…

This study sought to understand challenges that teachers (N = 15) in poverty settings encountered during information literacy instruction (ILI) and inquiry-based learning. First order barriers focused on insufficient support for instruction (training to align ILI in poverty settings; integrate diverse information resources/technology tools),…

Objectives: The purpose of the study was to illuminate and assess the experiences and feelings of the staff of a center for teaching and learning at one South African university during the early months (April--June 2020) of the COVID-19 pandemic lockdowns when it switched from face-to-face teaching to emergency remote teaching (ERT). It explores…

Remote learning programs were rapidly implemented throughout the COVID-19 pandemic during school closures. We drew on an ongoing longitudinal study of a cohort of children in the Greater Accra Region of Ghana to survey children (N = 1,844), their caregivers, and teachers to examine learning experiences during the ten months of school closures in…

In March 2020, schools across the country were forced almost overnight to shut their doors in an urgent effort to slow the spread of the deadly Coronavirus (Covid-19). Within weeks or even days, teachers scrambled to move their classes online, and schools rushed to ensure that students had Internet access and computers. For this May/June issue of…