Abstract
Considering the epidemiological situation of the new coronavirus - COVID 19 in Portugal, the XXII Constitutional Government decided, in March 2020, to suspend all classroom teaching and non-teaching activities in all educational establishments in the national territory. Consequently, all Portuguese educational institutions had to adapt to the new educational reality, where technologies play a leading role in ensuring communication, interaction and collaboration between all stakeholders in the teaching-learning process. Naturally, this adaptation took time and was accompanied by several opinions and guidelines issued by the Ministry of Education and other responsible entities. In general, these guidelines aimed to ensure that all students continue to learn in a pandemic context, regardless of geographical and temporal barriers. One of the guidelines issued was the design, development and implementation of a Distance Learning Plan in each of the Portuguese schools. Thus, based on the case study methodology, we intend to demonstrate the process of designing and implementing a distance education plan in a school in Portugal. The plan was categorized into three main areas - technology, pedagogy, and content - and arise from the theoretical model Technological, Pedagogical and Content Knowledge (TPACK). This plan was developed based on the consultation of all educational agents in that school, but, in a special way, of the students and teachers who were the protagonists in the educational process. Participant observation, recorded in the researcher's diary, was also another instrument used that contributed to the design of the distance education plan. The results of the study suggest that the plan designed, despite the improvements that it naturally had to have during its implementation, was adequate for the realization of the process of teaching and learning at a distance in times of pandemic.
Highlights
Due to the covid-19 pandemic, it was necessary to completely change the way of teaching, of transmitting knowledge and skills to students
It should be noted that the E@D plan was designed taking into account the main dimensions of the Technological, Pedagogical and Content Knowledge (TPACK) theoretical framework - technology, pedagogy and content - These dimensions, properly articulated, allow the effective use of technologies in an educational context and are fundamental to the development of this research
Through content analysis, we try to understand in more detail the position of the actors in relation to the most appropriate pedagogy for the implementation of the distance teaching-learning process, and about the type of content that were of most interest to both parties
Summary
Due to the covid-19 pandemic, it was necessary to completely change the way of teaching, of transmitting knowledge and skills to students. The design and conception of this plan was requested to all schools by the governmental educational entities of Portugal, because only in this way was it possible to guarantee that all schools would be aligned along the same lines and axes for the realization of online education These axes reached schools through guidelines and opinions issued by the competent entities, especially through a Roadmap that included eight guiding principles for the implementation of distance learning (E@D) in schools (DGE, 2020). Pedagogical Knowledge (PK) requires the teacher to know and be able to teach certain content (Harris et al, 2009; Koehler & Mishra, 2009; Mazon, 2012; Silva, 2009) This knowledge “requires an understanding of the cognitive, social skills and theories of learning development and how they apply to students in the classroom” These knowledges (TK, PK and CK) was vital for the design and implementation of the E@D Plan and for the monitoring and evaluation process that will be addressed in part II of this investigation
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