Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE

Emergency Remote Teaching:
Capturing Teacher Experiences in Spain with SELFIE
laia.albo@upf.edu
@LaiaAlbo
Laia Albó, Marc Beardsley, Judit Martínez-Moreno,
Patricia Santos, Davinia Hernández-Leo
ECTEL 2020
14-17 September · Online
Fifteenth European Conference on Technology Enhanced Learning
Addressing Global Challenges and Quality Education

Introduction
2
Emergency Remote Teaching
● Alternate instructional delivery mode due to crisis circumstances Hodges et al. (2020)
“involves the use of fully remote teaching solutions for instruction or education that would otherwise
be delivered face-to-face or as blended or hybrid courses and that will return to that format once the
crisis or emergency has abated.”
1. Reﬂective learning design processes are hindered
2. Critical decisions are often pushed to the periphery
Emergency Remote Teaching: Capturing
Teacher Experiences in Spain with SELFIE
Albó, L. et al. ECTEL 2020

Introduction
3
COVID-19 in Spain.
1. Cancelation of face-to-face teaching (mid March)
2. Forced adoption of remote teaching - third trimester (from mid April)
3. Rapidly advance of teachers’ digital competences and tightly integrating technology
into their practices.
4. Top-down efforts:
a. to ease the burden on students support socially disadvantaged students
b. make resources available to schools and teachers

4
Challenges
● Emergency remote teaching [1]
● Suboptimal uses of TEL
● Poorly trained and stressed teachers
Opportunities
● Exploration of digital technologies
● Useful practices and training
● Advancement on digital competences
4
[1] Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A.: The Difference Between Emergency Remote Teaching and Online Learning (2020).

5
Research
Objective
“Identify teachers’ impressions of support
received and the challenges they faced in
relation to teaching remotely”
Highlight teacher perspectives on what went well, what needs remained
unaddressed, and where opportunities may lie moving forward.

6
Research
Questions
RQ1. How do teachers feel about the support they have received
in digitizing their practices?
○ RQ1.1. What kind of support/guidance has been received?
○ RQ1.2. What has been useful?
○ RQ1.3. What has been the perceived impact?
RQ2. What challenges have emerged out of having to shift
teaching online?

7
Methodology
● Survey study
● Online questionnaire adapted from SELFIE tool
● Open for 5 days, from April 20 to 24
→ Early stage of emergency remote teaching in Spain.
● Statistical tests for comparing groupings of responses before the
emergency versus during the emergency
→ Public versus semi-private school teachers & primary versus secondary

8
SELFIE tool
Measuring the
Digitalization of
Education
● European Framework for Digitally-Competent Educational
Organisations (Dig-CompOrg) [5]
● SELFIE (Self-reﬂection on Effective Learning by Fostering the
use of Innovative Educational Technologies) [6]
● Openly available at https://ec.europa.eu/education/schools-go-digital_en
[5] Kampylis, P., Punie, Y., Devine, J.: Promoting effective digital-age learning - a European framework for digitally-competent educational organisations. JRC Technical Reports (2015)
[6] European Commission: Selfie Guide for School Coordinators (2018). https://ec.europa.eu/education/schools-go-digital_en

9
Questionnaire
Table 1. Questionnaire adapted from SELFIE
Participants were
able to mark two
responses to each
survey item:
1. Before
pandemic
2. During
pandemic

10
Participants
● 67 primary and secondary teachers in Spain (73.1% female)
○ 92.5% Catalonia, 4.5% Aragon, 3% Extremadura
● Public schools (47.8%), semi-private schools (50.7%)
● Teaching experience:
○ >20 years - 43.3%;
○ between 10 and 20 years - 26.8%;
○ =<10 years - 29.9%
● Age:
>25yo - 1.5%; from 40 to 49 yo - 34.3%;
from 25 to 29 yo - 11.9%; from 50 to 59 yo- 31.3%;
from 30 to 39 yo - 10.4%; >60yo - 10.4%

11
Participants
Table 2. Participants’ characteristics (f: frequency; yo: years old).

Results 1. What Kind of Support Has Been Received?
12
1. Participation in detecting their CPD
needs increased signiﬁcantly
2. Signiﬁcant increase in opportunities to
participate in CPD
3. Higher level of support to use digital
technologies for assessment
4. School leaders' support in sharing
teachers’ experiences within the school
did not change
Fig. 1. Schools’ support to the Continuing Professional Development (CPD) of teachers (N=67). (b) before the emergency, (d) during the emergency remote
teaching. *significant differences found between b/d items’ groups considering all levels **considering Primary teachers.

Results 1. What Kind of Support Has Been Received?
13
Fig. 2. Teachers’ perspective about the usefulness of several CPD modalities (N=67). (b) before the emergency, (d) during the emergency remote teaching. *significant
differences found between b/d items’ groups considering all educational levels, **considering only Primary teachers, ***considering only Secondary teachers.
1. Learning through collaboration: (i.e.
learning from other teachers within
the same school through online or
ofﬂine collaboration)
2. Online professional learning (e.g.
attending online courses, webinars or
online conferences)
3. Other in-house training sessions (e.g.
workshops by the ICT Coordinator)

Results 2. What Has Been Useful?
14
Fig. 2. Teachers’ perspective about the usefulness of several CPD modalities (N=67). (b) before the emergency, (d) during the emergency remote teaching. *significant
differences found between b/d items’ groups considering all educational levels, **considering only Primary teachers, ***considering only Secondary teachers.
1. Learning through collaboration: CPD
with the highest usefulness ratings (no
signiﬁcant increase during emergency)
Usefulness ratings signiﬁcantly higher
during the pandemic:
➔ Online professional learning
➔ Inhouse training sessions organised by
the school (Primary Teachers)
➔ Accredited programmes (Prim. Teach)
➔ In-house mentoring or coaching (Sec.)

Results 3. What Has Been the Impact?
15
1. Higher level of confidence in using a
variety of devices and resources
2. Higher level of confidence in
communicating with students and
parents using digital devices
3. No statistically significant differences
regarding confidence in preparing lesson
plans and providing personal feedback
and support to students
Fig. 3. Teachers’ confidence in using digital technologies (N=67). (b) before the emergency, (d) during the emergency remote teaching.
*significant differences found between b/d items’ groups considering all educational levels

Results 4. What Challenges Have Teachers’ Faced?
16
Before the pandemic:
1) lack of time
2) insufficient access to digital equipment
3) student difficulties accessing digital
technologies at home
Fig. 4. Negative factors affecting the teaching and learning with digital technologies (N=67);
Results in frequencies.
During the pandemic, student difficulties in:
1) accessing digital technologies
2) accessing Internet at home
3) having family support due to issues such
as poverty and/or language
78.1% teachers used inclusive teaching strategies

Discussion
17
● Emergency remote teaching
○ lower emphasis on effectiveness (pedagogically)
○ more of an emphasis on communicating and meeting basic requirements
● Teachers’ advancements:
○ increased opportunities for digital skills training
○ greater involvement of teachers in defining CPD needs
○ more support for digital assessments
○ greater confidence in device usage/technologies/resources for teaching and communication
Advancements closely tied to priorities of the European Commission’s Digital Action Plan and work to address some of the needs
identified in the TALIS and 2nd Survey of Schools related to ICT training opportunities for teachers.
● Potential context change in the TEL domain

18
Conclusions
“Snapshot of teachers' experiences in Spain during the emergency
remote teaching caused by the COVID-19 crisis”
SELFIE tool, bottom-up perspective
1. Participation of teachers in the identiﬁcation of their training needs increased
2. Participation & ratings of usefulness for online professional learning increased
3. Factors affecting teachers’ abilities to carry out online education: digital divide
among students and a lack of technical resources and technical support
4. Teachers gained a greater awareness of and conﬁdence in using a wide variety of
technologies and resources

19
Limitations
1. Survey
○ Oversimpliﬁcation of social reality and may be biased by
respondents’ lack of truth [?]
2. SELFIE tool
3. Limited sample size
4. Spanish context
○ 11th out of 28 EU Member States in the Digital Economy and
Society Index (DESI) 2019 [?]
5. 92.5% of participants from Catalonia context.

20
Future work
● Detailed analysis of the results based on participants’ characteristics
● Post-emergency study collecting teachers’ perspectives
(questionnaires and interviews)
● Investigate long-term changes to teacher mindsets regarding the use
of digital technologies for teaching and learning

Emergency Remote Teaching:
Capturing Teacher Experiences in Spain with SELFIE
laia.albo@upf.edu
@LaiaAlbo
Laia Albó, Marc Beardsley, Judit Martínez-Moreno, Patricia Santos, Davinia Hernández-Leo
Thank you!
Acknowledgements. The authors would like to thank all the teachers who participated in the survey. This work has been partially funded by the EU
Regional Development Fund, the National Research Agency of the Spanish Ministry of Science, Innovation and Universities and Erasmus+, under
project grants TIN2017-85179-C3-3-R, 2019-1-FI01-KA201-060881, 2019-1-ES01-KA201-065279. D. Hernández-Leo acknowledges the support by
ICREA under the ICREA Academia programme.
ECTEL 2020
14-17 September · Online
Fifteenth European Conference on Technology Enhanced Learning
Addressing Global Challenges and Quality Education

Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE

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Emergency Remote Teaching: Capturing Teacher Experiences in Spain with SELFIE