Issue link: https://maltatoday.uberflip.com/i/1231020
9 maltatoday | SUNDAY • 5 APRIL 2020 INTERVIEW laborating and sharing resourc- es, posting tips and suggestions for their colleagues, and adapt- ing material and videos found online to their classroom con- text. As a teacher educator, I am thrilled because this kind of collaboration and sense of ini- tiative seems to have increased, or have become more visible. Teachers are often physical- ly isolated by their classroom walls and a timetable, with very little time to meet their colleagues and to grow profes- sionally as a team, even though this is one of the most effective forms of learning for teach- ers. The fact that they are now working remotely has ironical- ly brought them closer togeth- er. There is also a stronger sense of camaraderie and support within the teaching communi- ty, perhaps because we are in a time of crisis and this triggered a higher sense of social respon- sibility and the need to reach out and help each other. The ability for schools to cater for online teaching depends largely on the resources avail- able to the schools. Are all schools capable of adapting equally to this scenario? Rather than the schools, the issue lies mostly with what stu- dents have, or do not have, at home. All schools have some kind of virtual learning envi- ronment, and all teachers have a laptop. Most online teaching can be done using very simple tools which can even be found online as freeware, if the school does not provide them. Some schools have been slower than others to take this approach, but there were many personal initiatives in this re- gard and I do not feel that those teachers who wanted to teach online were held back by the school in any way; on the contrary, some took this initiative as a result of being encouraged by others. The re- al limitations start when there are students who do not have access to a laptop or tablet, or to wifi. I am aware that the Minis- try for Education are trying to address this, and I have seen a number of teachers asking for second-hand PCs or laptops which people may not be need- ing so they can donate them to their students. Another limiting factor we should all keep in mind is the kind of support students re- ceive at home; the amount of time parents can dedicate to supervise them, and whether they are able to explain certain concepts to them or help them when they get stuck. The students' socio-econom- ic background has always been a crucial (though not deter- mining) factor that impacts on their learning; and with home- schooling it is no different. In many work scenarios, 'tele- working' may prove to actually be more convenient/efficient. But in the case of education, can digital technology effec- tively replace the benefits of direct teacher/student contact? I don't think so, despite the fact that I am not a big fan of schooling, and tend to be crit- ical of the traditional way we regard learning and institu- tionalise it. However, replacing the school experience with one of homeschooling, or learning re- motely, will give rise to other issues. Many problems of a so- cio-psychological nature come to the fore in a school setting, and a number of professionals can flag these issues and en- gage support services to help the child. The same goes for problems of neglect or child abuse. I dread to think of what is hap- pening to those children who are locked inside an unhappy home environment, and whose only safe space or respite is the school. Moreover, the school pro- vides opportunities of socialis- ing whose lack no technology can ever compensate for. Stu- dents learn a lot in situations which are not purely curricular or academic, even those with- in school, and teachers can use these opportunities to contex- tualise their subject and make content more relevant. Some may argue that students can still get these benefits from ex- tra curricular activities, which is true; but in a limited way, and not all students either. The school environment en- sures that children are provid- ed with a 'mini society' wherein they can nurture relationships and learn how to respect oth- ers; become sensitised to dif- ferent backgrounds their peers bring with them; learn how to function in diverse settings; learn about the importance of authority… and also on the importance of challenging that same authority. They learn about the responsibility their behaviour bears on the learn- ing which takes place in class; and how the friendships they form can enhance their school experiences, make them more fun and interesting. Having said that, the online environment provides a myriad of other benefits and we should use it to supplement and enrich what schools already provide. Many of those who were scep- tical of teaching online, but who have tried it out because of schools' shutdown, report of its advantages: like the fact that many students are even more interactive and focused; that it is convenient and prac- tical; that it provides flexibility and for some lessons given how students can choose to follow them in their own time. The crisis has also shone a spot- light on the importance of the medical profession. Do you feel that it has also underscored just how important the role of teachers and educators is? One does not exclude the other, and there is no denying that all those working in the health care sector – from the researchers in the labs, to the pharmacists, the nurses and the doctors tending patients in the ITU – are now perceived, perhaps more than ever before, as modern day heroes, and rightly so. Teachers and educators are also playing a very crucial role during this crisis. A lot of their work is behind the scenes and people often see the end result. I can assure you that to organ- ise a system which can address the entitlement of the students, without overwhelming the par- ents, and ensuring that at least some of the learning can re- sume, is no mean feat. Educators in a leadership role are spending long hours every day in online meetings with stakeholders; they are sending regular emails to parents in- forming them of the develop- ing situation and offering them ideas on how to entertain their children and also offering sup- port of a psychological nature; they are replying to the scores of students' requests which come in, most of them showing concern and even tension. All this takes time and per- sonal sacrifice, besides sophis- ticated logistics which have to be in place in preparation for the re-opening of schools. The Faculty of Education is currently working on a project which can offer added support to educators, because we have also been receiving a lot of re- quests from teachers and par- ents and we can put our exper- tise to good use. Similarly, all other stakehold- ers have mechanisms in place to cater for such needs. It is like a huge cogwheel, which I am proud to be part of. This has been a situation which showed that teachers still hold a very important position in society. Ask this question to any par- ent currently homeschool- ing – while many of them are appreciating the quality time they are spending with their children, this experience made them become more grateful to- wards teachers and the educa- tion system at large. This is also why it is so impor- tant that as a society we value such contributions – an effec- tive teacher can have a lasting impact in a student's life and this will have a ripple effect and lead to more benefits in the community. I dread to think of what is happening to those children who are locked inside an unhappy home environment, and whose only safe space or respite is the school