An Examination of Teachers’ Digital Practices during School Lockdowns
Abstract: This paper provides insights into how mobile devices were used to support students’ learning (mobile learning) during school lockdowns. It draws on teachers’ views captured in surveys from two international projects. The first project tracks mainstream school teachers’ pedagogical practices with mobile devices (mobile pedagogies) before, during and after the pandemic. The second project examines mobile pedagogies adopted by teachers of students with disabilities in the same period. Both projects use a validated survey instrument to examine practices through the lens of a sociocultural digital framework that highlights the distinctive mobile pedagogies of personalization, authenticity and collaboration. A subset of the data from across the projects is analysed. These data comprise survey responses from teachers (n=141) who reported on their adopted practices during school lockdowns. Findings provide an understanding of mobile pedagogies during this challenging period, particularly practices supporting student agency. Future research and professional learning directions are provided.