Digital transformation in school management: the legacy that strategic actions in the 2020s leave for future pandemics
Abstract: With the outbreak of social withdrawal due to the pandemic, many countries have undergone drastic transformations in various spheres. In education, face-to-face classes were transformed into distance learning. However, this sudden change caused several problems for students and teachers. G...
Ausführliche Beschreibung
Autor*in: |
Jacqueline de Almeida Barbosa Franco [verfasserIn] Maximilian Espuny [verfasserIn] José Salvador da Motta Reis [verfasserIn] Gabriel Miranda Monteiro Diogo [verfasserIn] Luis Alberto Bertolucci Paes [verfasserIn] Ana Carolina Ferreira Costa [verfasserIn] Thaís Vieira Nunhes [verfasserIn] Luís César Ferreira Motta Barbosa [verfasserIn] Andréia Marize Rodrigues [verfasserIn] Rosane Aparecida Gomes Battistelle [verfasserIn] Otávio José de Oliveira [verfasserIn] |
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E-Artikel |
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Sprache: |
Portugiesisch |
Erschienen: |
2022 |
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Übergeordnetes Werk: |
In: Gestão & Produção - Universidade Federal de São Carlos, 2004, 29(2022) |
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Übergeordnetes Werk: |
volume:29 ; year:2022 |
Links: |
Link aufrufen |
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DOI / URN: |
10.1590/1806-9649-2022v29e622 |
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Katalog-ID: |
DOAJ083530037 |
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10.1590/1806-9649-2022v29e622 doi (DE-627)DOAJ083530037 (DE-599)DOAJ7afedd85fe5b4230b79482e43757ad9b DE-627 ger DE-627 rakwb por T55.4-60.8 Jacqueline de Almeida Barbosa Franco verfasserin aut Digital transformation in school management: the legacy that strategic actions in the 2020s leave for future pandemics 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract: With the outbreak of social withdrawal due to the pandemic, many countries have undergone drastic transformations in various spheres. In education, face-to-face classes were transformed into distance learning. However, this sudden change caused several problems for students and teachers. Given these events, the purpose of this article was to propose exceptional actions to improve the transition from face-to-face classes to virtual classes. For this, the elements that positively and negatively impacted education in the Covid-19 pandemic were identified in the literature. These elements were then clustered into four strategies, these being: redesign of pedagogical practices, psychological and social support, technological infrastructure in virtual teaching, and school management to cope with the pandemic scenario. The multiple case study method was used, investigating five technical schools located in the state of São Paulo (Brazil). With this, it was possible to propose 10 exceptional actions aimed at the transition from face-to-face classes to virtual classes. The main novelty of this article was the proposition of actions to motivate the school community against the impacts of the pandemic, building memory in its agents, making them more prepared for unexpected events. Distance learning Pandemic Social distancing School management Strategies Industrial engineering. Management engineering Maximilian Espuny verfasserin aut José Salvador da Motta Reis verfasserin aut Gabriel Miranda Monteiro Diogo verfasserin aut Luis Alberto Bertolucci Paes verfasserin aut Ana Carolina Ferreira Costa verfasserin aut Thaís Vieira Nunhes verfasserin aut Luís César Ferreira Motta Barbosa verfasserin aut Andréia Marize Rodrigues verfasserin aut Rosane Aparecida Gomes Battistelle verfasserin aut Otávio José de Oliveira verfasserin aut In Gestão & Produção Universidade Federal de São Carlos, 2004 29(2022) (DE-627)38660990X (DE-600)2144855-3 18069649 nnns volume:29 year:2022 https://doi.org/10.1590/1806-9649-2022v29e622 kostenfrei https://doaj.org/article/7afedd85fe5b4230b79482e43757ad9b kostenfrei http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0104-530X2022000100233&lng=en&tlng=en kostenfrei http://www.scielo.br/pdf/gp/v29/0104-530X-gp-29-e622.pdf kostenfrei https://doaj.org/toc/1806-9649 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 29 2022 |
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Abstract: With the outbreak of social withdrawal due to the pandemic, many countries have undergone drastic transformations in various spheres. In education, face-to-face classes were transformed into distance learning. However, this sudden change caused several problems for students and teachers. Given these events, the purpose of this article was to propose exceptional actions to improve the transition from face-to-face classes to virtual classes. For this, the elements that positively and negatively impacted education in the Covid-19 pandemic were identified in the literature. These elements were then clustered into four strategies, these being: redesign of pedagogical practices, psychological and social support, technological infrastructure in virtual teaching, and school management to cope with the pandemic scenario. The multiple case study method was used, investigating five technical schools located in the state of São Paulo (Brazil). With this, it was possible to propose 10 exceptional actions aimed at the transition from face-to-face classes to virtual classes. The main novelty of this article was the proposition of actions to motivate the school community against the impacts of the pandemic, building memory in its agents, making them more prepared for unexpected events. |
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Abstract: With the outbreak of social withdrawal due to the pandemic, many countries have undergone drastic transformations in various spheres. In education, face-to-face classes were transformed into distance learning. However, this sudden change caused several problems for students and teachers. Given these events, the purpose of this article was to propose exceptional actions to improve the transition from face-to-face classes to virtual classes. For this, the elements that positively and negatively impacted education in the Covid-19 pandemic were identified in the literature. These elements were then clustered into four strategies, these being: redesign of pedagogical practices, psychological and social support, technological infrastructure in virtual teaching, and school management to cope with the pandemic scenario. The multiple case study method was used, investigating five technical schools located in the state of São Paulo (Brazil). With this, it was possible to propose 10 exceptional actions aimed at the transition from face-to-face classes to virtual classes. The main novelty of this article was the proposition of actions to motivate the school community against the impacts of the pandemic, building memory in its agents, making them more prepared for unexpected events. |
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Abstract: With the outbreak of social withdrawal due to the pandemic, many countries have undergone drastic transformations in various spheres. In education, face-to-face classes were transformed into distance learning. However, this sudden change caused several problems for students and teachers. Given these events, the purpose of this article was to propose exceptional actions to improve the transition from face-to-face classes to virtual classes. For this, the elements that positively and negatively impacted education in the Covid-19 pandemic were identified in the literature. These elements were then clustered into four strategies, these being: redesign of pedagogical practices, psychological and social support, technological infrastructure in virtual teaching, and school management to cope with the pandemic scenario. The multiple case study method was used, investigating five technical schools located in the state of São Paulo (Brazil). With this, it was possible to propose 10 exceptional actions aimed at the transition from face-to-face classes to virtual classes. The main novelty of this article was the proposition of actions to motivate the school community against the impacts of the pandemic, building memory in its agents, making them more prepared for unexpected events. |
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