Issue link: https://maltatoday.uberflip.com/i/1324024
8 maltatoday | SUNDAY • 3 JANUARY 2021 NEWS JAMES DEBONO ONLY one teacher in 20 had a previous experience of teaching online before the COVID-19 pandemic struck and shut down Maltese schools. And just one- third had previously received training that helped them navi- gate the new COVID-19 scenar- io. A study based on the replies of 407 teachers on their sudden shift to online learning during the pandemic has confirmed the overall feeling within the community, summed up by one primary teacher who felt "tired" and "overwhelmed" by "too many different learning platforms". Despite the difficulties faced, only 17.5% rated their online teaching experience negatively, compared to 52% of teachers who were positive about the end-result. The study, authored by Leon- ard Busuttil and Rosienne C. Farrugia from the University of Malta, shows that prior in- vestment and funding in tech- nology by Maltese authorities proved to be to a large degree ineffective in the face of the COVID-19 pandemic. Teachers participating in the survey highlighted the short- age of adequate technology and technological devices, both from their own and the learn- ers' end. 5% had prior experience of online teaching Out of 407 respondents, on- ly 19 (5%) stated that they had prior experience of teaching online. Moreover, only 35% had previously received train- ing that helped them navigate through the new COVID-19 scenario. Most of the teachers (63%) reported they had found themselves in a completely new territory. Asked whether they feel they have adequate skills to produce audio and video resources, only close to half (49.3%) of the par- ticipating teachers replied af- firmatively, 24.5% replied that they lacked these skills while a staggering 30.5% were not sure if they had these skills. Accord- ing to the authors of the study this prompts questions on the level of preparedness and digi- tal competences of teachers as well as teachers' self-efficacy and confidence. Teachers also had to spend more time planning and con- ducting online lessons On- ly 11.6% replied that the amount of time dedicated to their teaching role had not in- creased. "Apart from being required to learn to use Microsoft Teams, too much time was needed for preparation, apart from the fact that one cannot conduct real-time sessions as per time- table, and to top it all, during the day I have to attend to my son's online sessions as well!" a secondary school teacher told the authors of the study. Tablets not so effective One of the most surprising aspects of the study is that the tablets once hailed as the tool ushering the IT revolution in schools, were not used as a teaching tool by more than a third of teachers in the two fi- nal years of primary school. Significantly, 36% of the 93 respondents teaching Year 4 to Year 6 did not encourage stu- dents to use their school tablets during online sessions. "They preferred not to use them, despite the huge investment done in past years." Teachers gave a number of reasons for this: ranging from tablets being seen as inadequate or inappro- priate for remote online teach- ing, technical glitches, chil- dren's lack of confidence with the use of digital technologies, and the use of the school por- tal on other devices preferred by students and parents. Those who did make use of the tablets mentioned that they uploaded quizzes, interactive games and links to YouTube videos for the students to use. The students were then asked to take a pic- ture of the work done and send it to the teacher. Although tablets in use in Maltese schools have access to a feature called ClassCloud which allows teachers to com- municate directly with chil- dren, teachers preferred other platforms. "I was using tablets at first, but then started us- ing Microsoft Teams. I found Teams easier to use and stu- dents also felt more comforta- ble using it. Teams allows me to communicate directly with students, whereas tablets do not allow such a feature," a pri- mary school teacher reported. Support from authorities While some teachers found a lack of support from their schools, others reported find- ing an adequate support sys- tem. A primary school teacher Only 5% of Maltese teachers had prior experience of online teaching but most say that they have acquired new skills and 52% rate their experience positively 'Overwhelmed, tired and unprepared': how teachers felt when COVID closed schools "Apart from being required to learn to use Microsoft Teams, too much time was needed for preparation, apart from the fact that one cannot conduct real-time sessions as per timetable, and to top it all, during the day I have to attend to my son's online sessions as well!"