The transition to OBL delivery may situate many teachers as novice learners needing to focus exclusively on context, curriculum, and students¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Presented with a new manner of teaching amid a global health crisis, educators operating within the lower levels of Maslow's hierarchy may be situated as novice learners in the OBL environment, needing to focus exclusively on context, curriculum, and students (Richardson 2007). → Barbara B. Lockee 2021

Evidence¶

Barbara B. Lockee 2021¶

Barbara B. Lockee. (2021). Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID-19 era. Education Tech Research Dev 69. https://doi.org/10.1007/s11423-020-09836-8

q1 · i? · theoretical · r2

Author's interpretive claim in the Limitations section: "the transition to OBL delivery may situate many teachers as novice learners in this new environment," with focus on context, curriculum, and students attributed to Richardson (2007). Hedged, no data.

"Essentially, the transition to OBL delivery may situate many teachers as novice learners in this new environment, with a need to focus exclusively on context, curriculum, and students (Richardson 2007) in order to support their students as effectively as possible while developing proficiency in OBL approaches."

Discussion¶

Learner Variables¶

• Domain Context — outcome: instruction changes it

Related Claims¶

• The COVID-19 mandated shift to digital teaching created learning and performance contexts so different that the Philipsen et al. TPD-for-OBL framework's applicability may be limited — a broader claim this one bears on
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties — related