technology enhanced & remote teaching & learning

(last updated: 2nd September 2021) 1

Technology Enhanced & Remote Teaching

& Learning

Institute for Education’s 2nd Annual Symposium

15th September 2021


Introduction

The Symposium offers Master and Doctoral graduates, Doctoral candidates and

researchers to present their recent work on the theme of Technology Enhanced &

Remote Teaching & Learning and create synergies between educators and policy

makers to contribute to the further development of the Maltese education sector.

N.B: The Institute for Education’s 2nd Annual Symposium 2021 will be held online.

All details are now published below in relation to the Agenda. [last updated on:

2nd September 2021].

Furthermore, one can find the updated list of abstracts and bio-notes of the research

papers which will be presented during the 2nd Annual Online Symposium event.

We are confident that the online event will be as successful as that of last year.


Contents

Agenda – Wednesday 15th September 2021 ................................................................................ 4

List of Abstracts ....................................................................................................................................... 9

The Use of the Interactive Whiteboard within Early Years Practice: Lived Experiences

of Kindergarten Educators in Malta ................................................................................................. 9

Student readiness: training and re-training in higher education ........................................ 10

The Innovative Teachers Training for Chemistry Teaching through Digital

Technologies ........................................................................................................................................... 11

The Use of Robotics Embedded in Playful Learning Scenarios in Secondary Schools:

Teachers’ and Students’ Perspectives ............................................................................................ 12

Students’ preparedness for distance learning – Gaps identified by MCAST educators

..................................................................................................................................................................... 13

Space, time and concentration in online teaching and learning ......................................... 14

Converting a pandemic into educational opportunities: lessons yielded from college

students’ experiences during the first months of the Covid-19 lockdown ...................... 15

The Maltese Educators’ Voices about the integration of formative assessment in

online teaching and learning during the COVID-19 lockdown ............................................ 16

How can the Charter for 21st century literacies support technology-mediated

teaching and learning? ........................................................................................................................ 17

Digital Adult Education: The impact of transitioning from in-class to emergency

remote learning ..................................................................................................................................... 18

Students' and Parents' Perspectives on Emergency E-Learning in Kindergarten and

Compulsory Education ........................................................................................................................ 19

Understanding Teacher Learning in Professional Learning Networks (PLNs): The

Emergence of Lived Learning Experiences ................................................................................... 21

Adolescent Exploration of Identities in “Third Space”: Addressing Holistic Education

and Well-being through Blended Learning Embedded in Reflexivity................................ 22

School e-leadership - adding the electronic-e to leadership ............................................... 24

Classroom Technology: Perceptions of Educators in Malta Before and During a

Pandemic .................................................................................................................................................. 25

Digital Education in Digital Strategy .............................................................................................. 27


Agenda – Wednesday 15th September 2021

10:00-11:00

Welcome & Keynote Speech Moderator: Prof. Don Passey, Lancaster University, UK

11:00-11:30

Parallel sessions

Session 1: Learning Tools in Technology Enhanced and Remote

Moderator: Dr Sharon Rolé

The Use of the Interactive Whiteboard within Early Years Practice: Lived Experiences of Kindergarten Educators in Malta – Dr Rose-Anne Camilleri

Session 2: Teaching Methods in Technology Enhanced and Remote Teaching and Learning

Moderator: Mr Keith Aquilina

Space, time and concentration in online teaching and learning – Dr Viviana Premazzi & Ms Eliana Zuliani Queiroz

Session 3: Evaluating technology enhanced and remote teaching – Perception, preparation and lessons learned for the future I

Moderator: Ms Roberta Trapani Maggi Students’ and parents’ perspectives on emergency online learning in compulsory education – Ms Jeannine Vassallo et al.

Session 4: Evaluating technology enhanced and remote teaching and learning – Perception, preparation and lessons learned for the future II

Moderator: Mr Martin Debattista Skills and competency gaps identified by educators at the Malta College of Arts, Science and Technology (MCAST) which meet the absence of students’ preparedness for distance learning – Ms. Christine Muscat


11:30-12:00

12:00-12:30

Session 1: Learning Tools in Technology Enhanced and Remote Teaching and Learning Moderator: Dr Sharon Rolé

How can the Charter for 21st century literacies support technology-mediated teaching and learning? – Dr Omar Seguna

Session 2: Teaching Methods in Technology Enhanced and Remote Teaching and Learning Moderator: Mr Keith Aquilina

Understanding Teacher Learning Professional Learning Networks (PLNs): The Emergence of Lived Learning Experiences – Dr Xiong Wang [RECORDED SESSION]

Session 3: Evaluating technology enhanced and remote teaching – Perception, preparation and lessons learned for the future I – Ms. Roberta Trapani Maggi

Adolescents’ Perceptions of Online Learning as a Source of Identity Formation in “Third Space”: Facilitating Students’ Transcendental / Spiritual Exploration through Reflexivity and Addressing Cognitive Needs – Mr Edward Wright

Session 4: Evaluating technology enhanced and remote teaching and learning – Perception, preparation and lessons learned for the future II Moderator: Mr Martin Debattista Student readiness: training and re-training in higher education – Dr Simon Caruana

Session 1: Learning Tools in Technology Enhanced and Remote Teaching and Learning Moderator: Ms Roberta Trapani Maggi

The Use of Robotics Embedded in Playful Learning Scenarios in Secondary


12:30-13:00

Schools: Teachers’ and Students’ Perspectives – Ms Natalie Lombardi Calleja & Ms Roberta Trapani Maggi

Session 2: Teaching Methods in technology enhanced and remote teaching and learning Moderator: Mr Keith Aquilina

The Maltese Educators’ Voices about the integration of formative assessment in online teaching and learning during the COVID-19 lockdown – Dr Doreen Said Pace

Session 3: Evaluating technology enhanced and remote teaching – Perception, preparation and lessons learned for the future I


Converting a pandemic into educational opportunities: lessons yielded from college students’ during the first months of the COVID-19 lockdown – Dr Sharon Rolé & Ms Suzanne Gatt

Session 4: Evaluating technology enhanced and remote teaching and learning – Perception, preparation and lessons learned for the future II

Moderator: Mr Martin Debattista

Digital Adult Education: The impact of transitioning from in-class to emergency remote learning – Ms Jeannine Vassallo et al.

Session 1: Teaching methods enhanced and remote teaching and learning

Moderator: Mr Keith Aquilina

The Innovative Teachers Training for Chemistry Teaching through Digital Technologies – Prof. Dr Aparecida de Fátima Andrade da Silva


13:00-13:15

13:15-13:45

13:45-14:00

Session 2: Evaluating technology enhanced and remote teaching and learning – Perception, preparation and lessons learned for the future I


School e-leadership – Adding the electronic -e to leadership – Ms. Sylvana Zammit Pulo

Session 3: Evaluating technology enhanced and remote teaching and learning – Perception, preparation and lessons learned for the future II Moderator: Mr Martin Debattista

Classroom Technology: Perceptions of Educators in Malta Before and During a Pandemic – Ms Marthese Borda

National Strategy for Digital Education 2021-2030 Moderator: Mr Grazio Grixti

Parallel sessions on the National Strategy for Digital Education 2021-2030

1. Access to Digital Resources, Technologies & Platforms for Education – Dr Omar Seguna

2. Equip Educators with Digital Competencies – Dr Rose-Anne Camilleri

3. Learners to succeed as global citizens – Ms Wendy Decelis

4. Parents and other key players in the digital transformation – Mr Vincent Carabott

National Strategy for Digital Education 2021-2030

Conclusion – Mr Grazio Grixti


List of Abstracts

The Use of the Interactive Whiteboard within Early Years Practice: Lived

Experiences of Kindergarten Educators in Malta

Dr Rose-Anne Camilleri

This paper presents a reflective appraisal of my doctoral research. I investigated if and

how the Interactive Whiteboard (IWB), as a technology-enabled tool,

supports/challenges teachers into transforming their pedagogical practices, from the

teachers’ perspectives in Maltese kindergarten classrooms. Activity theory (AT) was

adopted as the main theoretical lens, to examine the concepts of the IWB as a

technology-enabled tool, the early childhood educator’s role and the pedagogical

activity within this specific dynamic sociocultural context. This paper highlights the key

findings emerging from participative observation and interview methods grounded in

qualitative methodology. The personal narrative provides a deeper insight into the

researcher-insider relationship, its implications and contribution to bringing out the

experienced reality. Data was analysed using a content analysis approach. Findings

revealed how these educators perceived the use of the IWB and how the tensions

experienced were related to lack of professional development and support both in

technical and pedagogical aspects. The role of the educator was found to be key in

enabling change and innovation. The study has enriched the local literature giving a

voice to the kindergarten educators as well as providing recommendations for future

policy and practice.

Keywords: Early years education; interactive whiteboard; technology-enabled tools;

early years pedagogy; kindergarten educators; activity theory.

Rose-Anne Camilleri is currently the eTwinning Coordinator for Malta and an

education officer within the directorate for digital literacy and transversal skills. She

was a class-teacher in primary state-schools and then moved on to supporting

educators in their integration of technology. She obtained an MSc in Interactive

Teaching Technologies from the University of Ulster (North Ireland) and a PhD in

eResearch & Technology Enhanced Learning from the University of Lancaster (UK). Her

main research areas are technology enhanced learning, early childhood education and

eTwinning. Currently she also supervises students and examines dissertations. She has

published a research paper entitled: Global Education and Intercultural Awareness in

eTwinning.


Student readiness: training and re-training in higher education

Dr Simon Caruana

The Covid-19 pandemic experienced placed considerable pressures on education.

This paper explores the challenges faced by university students when operating in a

blended learning environment. Students were asked to interact with Moodle-based

online environment. An initial focus group followed by a series of in-depth interviews

were carried out with a group of undergraduates from the University of Malta.

Thematic analysis was adopted to identify the main themes highlighting their

concerns. The findings suggest students had an incomplete set of competences

required to interact effectively with the online environment. They were having great

difficulty in self-managing their time between study and other commitments. When

training was provided, student online interactivity increased, and the quality of the

work submitted improved. The study reiterates the need for students to be given

the right combination of knowledge, skills and competences which need to be

continually updated due to the evolving nature of online learning environments.

Keywords: Online learning; Blended learning; Soft Skills; Thematic Analysis.

Simon Caruana is a senior lecturer in the Department of Computing and ICT at the

University Junior College. He co-ordinates e-tourism and web 2.0 in tourism at the

Institute of Tourism, Travel and Culture (ITTC) at the University of Malta. He is also

coordinating the BSc DSM at the Institute of Tourism Studies (ITS). At the Institute of

Education (IfE) his role covers, aspects of educational assessment, digital competency

and hospitality education. His current areas interests lie in blended learning, sports

tourism, dive safety management and intercultural competence in tourism and

hospitality education.


The Innovative Teachers Training for Chemistry Teaching through Digital

Technologies

Prof., Dr Aparecida de Fátima Andrade da Silva

Faced with a complex and constantly changing world, it is essential to form citizens

capable of adapting to their environment and being able to position themselves

consciously and critically in front of it. A Reflection-Oriented Process was developed

which allows students to question simplistic views of the teaching and learning process

of Sciences. It is based on four interrelated contexts: (i) reflecting as a student in science

classes; (ii) reflect on other teaching practices from didactic resources; (iii) reflect on

the opinions of researchers; (iv) reflect on their own teaching practice. A qualitative

research was developed during the online classes, with 24 students, in view of the

question: How to develop innovative teachers through digital technologies? The

classes were developed using digital technologies and recorded through Google Meet,

making it possible to obtain data. They rethought about: the development of scientific

language, the introduction to mathematical languages, the pedagogical relationships,

and the development of high-order cognitive skills.

Keywords: innovative teachers; Reflection-Oriented Process; digital technologies.

Aparecida de Fátima Andrade da Silva holds a doctorate in Science Teaching, from

the Inter-Unit Program of the University of São Paulo (USP), Brazil, completed in 2015.

Currently, she is a Research Professor very active at the Federal University of Viçosa,

Brazil, developing two teaching and research projects entitled: “The Formation of

Innovative Teachers” and “New Perspectives for the Teaching of Chemistry: the Study

of Cases”. In addition, she coordinates an extension project entitled: “Chemistry in the

Square: learning in the community”. She also works in the Chemistry Pos-Graduation

Program in the area of Teacher Education and in the Pos-Graduation Program in

Science and Mathematics Teaching. Currently, she is coordinator of the Science and

Mathematics nucleus of the Residency Program Education, Federal University of

Viçosa.


The Use of Robotics Embedded in Playful Learning Scenarios in Secondary Schools:

Teachers’ and Students’ Perspectives

Ms Natalie Lombardi Calleja & Ms Roberta Trapani Maggi

Educational robotics integrated with playful and peer learning approaches can help

transform teaching and learning; yet, it is under-utilised in non-ICT related subjects in

the secondary sector. This study sought to explore: a) the process underpinning

playful learning scenarios integrating robotics; b) the learning experience both from

the students’ and the teachers’ perspective; c) the impact of robotics integration on

pedagogical practices. We investigated two learning scenarios through participant

observation and semi-structured interviews with a purposive sample of students and

educators. Subsequently, we transcribed the interviews and carried out inductive

thematic analysis on all the data. Analysis from both sets of responses indicated that

the teacher's mindset plays a key role in the use of robotics to attain the learning

outcomes utilising playful scenarios. Consequently, this has a ripple effect on

the students' learning and engagement.

Keywords: Playful Learning; Robotics; Pedagogical Approaches; Mindset.

Natalie Lombardi Calleja is Head of Department for Digital Literacy and Transversal

Skills within the Secretariat for Catholic Education. After working as an early years’ class

teacher, Natalie took up the role of literacy support educator and digital literacy

support educator within the Secretariat, after which she has moved on to the position

she has today. Natalie graduated with a B.Ed (Hons) from the University of Malta

specializing in early childhood education and went on to further her studies by reading

for, and completing, a Master Degree in Education at the University of Malta. She also

currently holds the role of a Microsoft Innovative Educator Expert and a leading

teacher of the Europe Code Week. Her research interests include early childhood

education, positive psychology and education, mindfulness in education, play and

holistic education.

Roberta Trapani Maggi holds a bachelor's degree in electrical engineering and a

PGCE in Science Education from the University of Malta, and a master’s degree in

digital education from the University of Edinburgh. She worked as a Test and Product

engineer with ST Microelectronics and then shifted to education. After almost 13 years

of teaching physics at a Church school, she took on the new role of Digital Literacy

Support Teacher and is currently Head of Department for Digital Literacy and

Transversal Skills within the Secretariat for Catholic Education (SfCE). She is a leading

teacher of EU Code Week and a Microsoft Innovative Educator Expert 2019- 2021. Her

main interests include technology-enhanced-learning, virtual and augmented reality,

science education and professional development.


Students’ preparedness for distance learning – Gaps identified by MCAST educators

Ms Christine Muscat

This study, conducted during the COVID-19 pandemic, investigated students’

preparedness for distance learning. The main catalyst for the identified gaps derives

from Maltese obligatory education being delivered face-to-face. Findings revealed that

during online tuition, MCAST foundation and diploma-level students, lacked digital

literacy. Questionnaires completed by lecturers, who shifted online, divulged into four

e-competencies and skills’ categories whereby, in the metacognitive segment, these

students, lack learning style, self-direction and time management. Additionally,

foundation students experience deficiency in the cognitive group, mainly, inability to

apply the material learnt, do research and articulate comments and questions. No

technological gaps were identified for all four-course levels, however, in the affective

category lack of netiquette and the challenge to stay motivated were uncovered for

foundation-level students. No gaps in any of the categories were identified for master

and degree-level students. In light of the exposed gaps, educators and school

management teams need to reconstruct their practices to enhance learning equity.

Keywords: Distance learning; Digital-Literacy; Adult Learners.

Christine Muscat studied Marketing (University of Malta) and Business Management

(Institute of Hospitality, UK). In 2019 she received a bachelor’s degree in Public Project

Management while in 2021 she obtained her PGCE. Currently, she is reading for an MBA

at the University of Suffolk. Her interests are students' transversal skills, inclusivity, and

students' transition to the corporate world.


Space, time and concentration in online teaching and learning

Dr Viviana Premazzi & Ms Eliana Zuliani Queiroz

The contemporary society framework is characterized by rapid changes and a

continuous development. These conditions were accelerated by the diffusion of Covid-

19. In these challenging times, the cultural digitalization increased at more sustained

rhythms, and the role of online education has to be reconsidered. On one side, it was

fundamental for schools and universities to continue to provide the regular teaching

and training services. On the other, more people started to dedicate more time to their

personal and professional development. To keep up with the times, it has been

therefore essential to adapt and to integrate the traditional educational methods with

all the technological opportunities offered by the digital world. Using two case studies,

the paper investigates how this integration can be done efficiently. Space, time and

attention/concentration are the three main dimensions that will be explored. The paper

will also provide some best practices and recommendations on how to implement

successful online training, teaching and learning strategies, tools and methodologies.

Keywords: Educational technologies; Digital technologies; Cultural influences; Space

and time; Concentration; Digitalization.

Viviana Premazzi holds a Ph.D. in Sociology of Migration with a thesis about second

generations and new media. She is a Senior Lecturer in Cultural Intelligence at the

University of Malta and has been a researcher and lecturer for universities and research

institutes in Europe and North America.

Eliana Zuliani Queiroz holds a Master’s Degree in Web Marketing & Digital

Communication, University of IUSVE, Venice with a thesis about e-learning and cultural

digitalization. Eliana is the communication and content manager at Global Mindset

Development.


Converting a pandemic into educational opportunities: lessons yielded from

college students’ experiences during the first months of the Covid-19 lockdown

Dr Sharon Rolé & Ms Suzanne Gatt

The second week of March 2020 marked the beginning of an unforgettable experience

for students and lecturers in a pre-university college in Malta. For the next four months,

the college adopted an emergency remote learning programme, which allowed

immediate access to education. The authors of this paper, intrigued by the new

challenges, sought to understand the novel issues faced by the students, listen to their

voices and comprehend their lived experiences through the use of a questionnaire,

which afforded the collection of both quantitative and rich qualitative data. The

students’ responses provided a lens on the infrastructural, technological and learning-

related issues which affected learning. A variation in student experiences involving self-

management, management of the environment, technological and learner-related

issues and need for support was observed. The Covid-19 pandemic disrupted the

normal education programme, but this research indicates that this chaos has presented

the college community with valuable opportunities for evolving and transforming with

a lens focussing on the development of new communication, teaching and learning

skills and on innovative infrastructural and learning strategies.

Keywords: challenges; management; remote learning; emergency; ERL; learning

disposition.

Sharon Rolé is a BSc graduate (University of Malta), and holds a M.Ed. in networked

learning (University of Sheffield) and a PhD in digital pedagogies (University of

Nottingham). She has taught extensively at secondary and tertiary levels of education.

She is involved in adult education and in continuous professional development

programmes for teachers. She is currently a University of Malta senior lecturer,

teaching chemistry at the Junior College and a lecturer of technology-enhanced

learning at the Faculty of Education. Her research interests include professional

development, neuro-education, formative assessment and technology-enhanced

learning.

Suzanne Gatt B.A. (Hons) History, M.A. Baroque Studies (University of Malta) MSc.

Education Leadership (University of Leicester) is an Area Coordinator for the Arts and

Critical Thinking, Subject Coordinator in Systems of Knowledge and Senior Lecturer of

Systems of Knowledge and History at the University of Malta Junior College. Her

studies covered Action Research in Education, Maltese and European History,

Archaeology and Art. Ms Gatt has many years of experience in the Secondary Sector

of education, as a teacher and a Deputy Head of School.


The Maltese Educators’ Voices about the integration of formative assessment in

online teaching and learning during the COVID-19 lockdown

Dr Doreen Said Pace

School closure in March 2020 necessitated a rethinking of the modus operandi in

compulsory education as the unpreparedness for the first closure was a crisis

management situation due to the huge lacuna in class educators’ and school leaders’

training. Nonetheless, educators tried what they knew best – transporting the

traditional classroom approaches online. Understandably, their world has been shaken

and with their only safety net being their class comfort zone of practice, this is

expected. With the lack of training, the use of formative assessment (FA) within such

modality has declined significantly. Further analysis into this decline reveals the use of

two types of practices – teacher centredness (one-way traffic), in asynchronous

sessions, and shared participation between the teacher and the student (two-way

traffic) in real-time encounters and four types of users – regressive, consistent,

progressive and unwavering or resistors.

Keywords: Formative Assessment (FA); Online teaching and learning; Synchronous and

Asynchronous learning; Teaching effectiveness and efficiency.

Doreen Said Pace has been in the field of education for the past twenty-two years

where she held various roles including Education Officer for Curriculum and Inclusion,

Inclusion Coordinator duties, Head of Department (Assessment), Early Intervention

Teacher and a class teacher. She is also a part-time lecturer and dissertation supervisor

with the Institute for Education and the University of Malta. She has been part of

interviewing boards as well as national working groups. Recently, she has earned the

professional recognition of Practitioner Status from the Association for Educational

Assessment Europe (AEA). Dr Said Pace now forms part of the steering group for

Inclusive Assessment of AEA. She has also published articles in international journal

and has chapters in edited books.


How can the Charter for 21st century literacies support technology-mediated

teaching and learning?

Dr Omar Seguna

This work presents a critical review of pedagogical practices regarding the use of

technologies. Hence, the practices that can make a positive contribution to children’s

literacy learning are identified. It sets out to explore the pedagogical strategies that

can be applied through the use of portable devices and other technologies in teaching

and learning. This article draws on an empirical study in two classrooms of a Maltese

state school that I conducted between February and June 2016. The key findings

indicated a number of pedagogical affordances which promoted multiliteracies,

engagement with a range of modes and media, and collaboration. However, the study

also identified that some areas were less well developed, such as the use of playful

pedagogies, innovation and experimentation, and critical thinking. The implications for

teacher education in Malta are considered.

Keywords: Digital literacy, technology-mediated, ICT, technologies, portable

devices, 21st century competences.

Omar Seguna works as an Education Officer for Digital Literacy within the Ministry for

Education Malta. He worked as a teacher for 12 years, as an eLearning support teacher.

He also served in the Information Management Unit for 2 years where he was

responsible for the logistics of the hardware refresh of PCs in school labs and offices.

He obtained a Masters degree in Information Technology. Omar Seguna is a poet and

has published three books, the last one being “Xehir fis-skiet” (2019). Some of his

writings also appeared in several anthologies.


Digital Adult Education: The impact of transitioning from in-class to emergency

remote learning

Ms Jeannine Vassallo et al.

The Directorate for Research, Lifelong Learning and Employability, which offers general

education courses to people aged 16+, adapted to emergency remote learning during

the period wherein educational establishments were closed to slow the spread of the

Covid-19 pandemic. In this paper authors explain the support structures that had to

be put in place to make this transition possible, which structures required a quick and

effective response from educators and learners. Authors present ex-ante and ex-post

data gathered from stakeholders through administrative data and a learner satisfaction

survey. These serve as a snapshot of the adaptability and willingness of adult learners

and educators to engage with e-learning. They are also a springboard for reflection

and planning for the Directorate and other educational establishments concerned with

andragogy.

Keywords: e-learning; emergency remote learning; andragogy; connectivism; adult

education; adult learning; synchronous online learning.

Jeannine Vassallo is currently employed as Senior Manager within the Education

Ministry's Research Unit. Jeannine has worked in the delivery, regulation, research and

policymaking of welfare and education services and at the House of Representatives.

Jeannine holds a B.A. (Hons) Anthropology (Melit.), MSc Social Research (Edin.), MSc

Integrative Health and Social Care (Derby) and CMI Level 7 Extended Diploma.

Nadine Zammit BSc. (Hons.) Mathematics and Physics, PGCE Mathematics, works as

a statistician at the Directorate for Research, Lifelong Learning and Employability

within the Ministry for Education. With eight years’ experience in the education sector,

her field of expertise includes pedagogy and teaching STEM subjects.

Mahira Spiteri is a Project Manager at the Ministry for Education. She holds a B.A.

(Hons) in Philosophy (L-Universita’ ta’ Malta) and an M.A. in Cooperation and

Development (University of Pavia). She has worked as a coordinator with a local NGO,

an LSE and has taught Philosophy.

Gary Lee Doublet Meagher B.Sc. (Communication Therapy), M.A. Interpreting

Studies, has worked within education policy and research for the past 4 years and is

currently employed as Manager II (Research) within the Ministry for Education's

Directorate for Research, Lifelong Learning and Employability. His expertise lies in child

development, developmental psychology, speech-language acquisition and use, as

well as education policy.


Students' and Parents' Perspectives on Emergency E-Learning in Kindergarten

and Compulsory Education

Ms Jeannine Vassallo et al.

This paper explores how students and parents of students attending kindergarten and

compulsory education experienced emergency remote education delivered during the

period when schools were closed to reduce the spread of COVID-19. Understanding

this unprecedented context has the potential to shape post-pandemic education and

future e-learning efforts. Data was collected through an online questionnaire featuring

closed- and open-ended questions. The paper explores the students’ and parents’ or

guardians’ experience and opinions on the teaching and learning provided.

Additionally, it analyses the influence of school sector, school level, and previous access

to educational support on this experience. The findings suggest that e-learning allowed

students to continue their education but highlighted certain existing educational

inequalities and created new ones.

Keywords: e-learning; compulsory education; emergency online learning; COVID-19

pandemic; user perception.

Jeannine Vassallo is currently employed as Senior Manager within the Education

Ministry's Research Unit. Jeannine has worked in the delivery, regulation, research and

policymaking of welfare and education services and at the House of Representatives.

Jeannine holds a BA(Hons.) Anthropology (Melit.), MSc Social Research (Edin.), MSc

Integrative Health and Social Care (Derby) and CMI Level 7 Extended Diploma.

Gary Lee Doublet Meagher B.Sc. (Communication Therapy), M.A. Interpreting

Studies, has worked within education policy and research for the past 4 years and is

currently employed as Manager II (Research) within the Ministry for Education's

Directorate for Research, Lifelong Learning and Employability. His expertise lies in child

development, developmental psychology, speech-language acquisition and use, as

well as education policy.

Nadine Zammit BSc. (Hons.) Mathematics and Physics, PGCE Mathematics, works as

a statistician at the Directorate for Research, Lifelong Learning and Employability

within the Ministry for Education. With eight years’ experience in the education sector,

her field of expertise includes pedagogy and teaching STEM subjects.

Louis Grech Dip. Social Studies (Industrial Relations), is currently an Officer at the

Research Unit in the Directorate for Research, Lifelong Learning and Employability

within the Ministry for Education. His main field of expertise is Labour Studies, where

he also writes reports for Eurofound on behalf of the Centre for Labour Studies (UOM),

but his research experience spans over 15 years, also covering social care and

education.


Elizabeth Refalo BA (Hons.) Social Policy, Pearson BTEC Level 3 Extended Diploma in

Health and Social Care (Social Care) (QCF), works as a Statistician at the Directorate for

Research, Lifelong Learning and Employability within the Ministry for Education. Her

area of expertise is social care and policy.

Ethan James German is currently reading for a BSc.(Hons.) Mathematics and Physics

at the University of Malta, and is a trainee within the Directorate for Research, Lifelong

Learning and Employability, where his competence in software QA, statistical

simulations, data science, and physical modelling support the Research Unit’s

quantitative analysis capacity.


Understanding Teacher Learning in Professional Learning Networks (PLNs): The

Emergence of Lived Learning Experiences

Dr Xiong Wang

This paper reveals the nature of teachers’ professional learning in online professional

learning networks (PLNs) by narrating both my learning experiences and my

understanding of the acquired theories (e.g., Gnosis, Episteme, Enactivism and

Complexity Theory) from a seminar. The seminar made my learning experience the

moments of wondering, discovering, struggling, and transforming, thereby resulting in

my knowing about the acquired theories. These moments and the theories enabled me

to reflect upon the conventional teacher professional learning and to explore the

nature of teacher professional learning in PLNs such as knowledge, doing and being as

a whole, learnable participatory position, emergence and understanding, true

professional learning, and affordances of PLNs for teacher professional learning.

Keywords: knowledge; knowing professional learning; PLNs; emergence.

Xiong Wang is an Assistant Lecturer from the department of Secondary Education,

University of Alberta. Her research interests focus on teachers’ professional learning,

online learning and assessment in mathematics education. Her current research project

is about investigating the nature of the relatively new phenomena of mathematics

teacher professional learning through social networks (e.g., Twitter and blogs) based

on complexity thinking.


Adolescent Exploration of Identities in “Third Space”: Addressing Holistic Education

and Well-being through Blended Learning Embedded in Reflexivity

Mr Edward Wright

This qualitative research study sought to understand the perceptions of adolescent

students on online education in relation to the exploration of their own identity,

especially during the Covid-19 pandemic. Education during this time witnessed a radical

shift of perspective and dynamic, as it fast migrated from physical to virtual space, from

physical classrooms to virtual ones. This migration to online learning in “third space” had

the main objective of facilitating teaching and learning that could not otherwise occur

in “first space” (home, community centres, leisure activities with peers) and “second

space” (school) settings, thus making sure that school curricula were still being delivered

and syllabi covered. As students roamed and explored virtual third space, they engage

in several online activities and actively made decisions on how to satisfy their needs and

derive meaning. The methods used in this qualitative research study sought to delve

deep into the online experiences that young people between the ages of twelve and

sixteen experienced during the pandemic lockdowns. Through various tools and

techniques that encourage creativity and critical thinking, the students were invited to

reflect upon how their online activities and virtual roaming, that increased exponentially

in this time, shaped their ways of thinking about themselves in the present and the

future: their preferred ways of learning, their actual and potential abilities, skills,

competences and aptitudes, as well as their needs and motivations, even those of a

spiritual/transcendent nature, that characterize their conative domain of learning in

relation to meaning-making. These were explored through in-depth interviews, creative

and artistic artefacts and productions, and focus group discussions. The data gathered

was analyzed and interpreted through Paul Ricoeur’s method of interpretation

combined with tools employed by narrative and thematic analysis in qualitative research.

The results show the clearly how the students’ holistic well-being can be greatly

enhanced through self-reflexivity and the cultivation of all learning domains: the

cognitive, the affective and the conative. It also transpires explicitly how technology can

promote creativity and the engagement of imagination to promote reflection and praxis,

and provide opportunities for exploration, while simultaneously being a source of

empowerment. Thus. “third space” could be an ideal space for identity formation even

in crisis situation, albeit the limitations and perils that is also entails.

Keywords: Online learning and teaching; “Third space”; student perceptions;

exploration; adolescent identities; crisis; reflexivity.

Edward Wright is a doctoral student at Bournemouth University and a Visiting Lecturer

at the Faculties of Education and Theology at the University of Malta, as well as at the

Institute for Education. He also works at the Maltese Secretariat for Catholic Education


as the Head of Department for Media Literacy Education, PSCD and Religious

Education.


School e-leadership - adding the electronic-e to leadership

Ms Sylvana Zammit Pulo

The study explores whether the concepts of e-leadership serve a useful purpose in

capturing the role of the school leader in the 21st Century. Set in Malta, prior to the

Covid-19 pandemic, the research addresses how digital tools are changing the roles

and tasks of the Maltese educational leadership landscape. It explores the uptake of

technology within schools from classrooms to schooling, to educational leadership.

Interviews were carried out with Middle and Secondary State Heads of Schools which

elaborated on their perceptions and attitudes towards technology, their use of digital

school in the personal lives, as well as how all these various technological tools are

impacting them in their numerous leadership roles and tasks. Findings confirmed that

extensive digital tools were available to Maltese school leaders and school personnel

which although positive, created additional tasks and roles for the Heads of School.

Digital tools were mostly being utilised for schooling purposes related to

administrative, managerial and communication purposes, yet still lacking in their use

for leadership and change implementation. These findings will be further elaborated

in light of the COVID pandemic and the uptake of remote teaching.

Keywords: e-leadership; digital leadership; school leadership.

Sylvana Zammit Pulo has just been appointed as Head of Senior Sector at San Anton

School. She started her career as a Personal and Social Development Teacher and has

various areas of skills and expertise. She has worked on developing the initial PSD

syllabus and numerous resources, contributed towards the National Minimum

Curriculum Review, and worked within the Department of Education Research Unit on

International Studies. She obtained her Masters in Adult Education at the University

of Malta and has recently concluded her PhD from the University of Warwick. Her area

of study is on the Impact of Technology on Maltese Heads of School Leadership. She

lectures on a part-time basis at the University of Malta within the Faculty of Social Well

Being.


Classroom Technology: Perceptions of Educators in Malta Before and During a

Pandemic

Ms Marthese Borda

Classroom technology in Malta was introduced in the 1990s. Along the years,

classroom technology evolved from just a few computers in a computer lab specifically

used by computing students in secondary schools, to interactive whiteboards and

other technologies practically in every classroom. From the researcher’s experience as

an educational specialist, educators did not always embark on using such technology

pedagogically. Covid-19 pandemic brought with it new challenges for educators, due

to schools being locked down. A better understanding of educators’ perceptions

towards digital classroom technology before and during the pandemic is required,

since the subject has not yet been investigated. To find out the perceptions of

educators towards digital classroom technology and the knowledge of educators

regarding the use of digital classroom technology, while identifying the factors that

may hinder educators in Malta to use classroom technology, before and during a

pandemic. The study had a quantitative study design using a self-administered

questionnaire for data collection through, A google form was used and heads of school

were asked to facilitate its dissemination to teachers in 163 Schools chosen through

convenience sampling from among all the primary and secondary schools in Malta and

Gozo. Educators in primary and secondary schools in Malta and Gozo, namely Heads

of School, Assistant Heads, Teachers, Kindergarten Assistants and Learning Support

Assistants, were invited to fill in the survey. There were 5565 educators in the selected

schools of whom 347 (17%) responded electronically. Educators are generally in favour

of using technology in classrooms and felt confident and competent doing so, before

and during Covid-19. Correlations showed a marked increase in technology use during

Covid-19, greatly encouraged by colleagues and management. However, the minimal

difference between mean scores showed that only a few educators dared to use

technology which they considered harder than the one they had used before Covid-

19. This study has shown that Maltese educators generally perceive classroom

technology positively and are willing to integrate it more in their teaching methods.

During the Covid-19 pandemic they adapted to the circumstances by using more

technology aiming at being productive in spite of the sudden changes they had to

make in their work. An important finding in the study was that educators were willing

to use technology during the Covid-19 lockdown situation.

Keywords: perceptions; classroom technology; teachers and classroom technology;

educators and classroom technology; educators; pandemic; Covid-19.


Marthese Borda currently works as an Educational Specialist with Avantis as part of

the One Tablet Per Child Project. She has worked in the educational field since 2000

performing various roles: Learning Support Assistant, Teacher, and Digital Literacy

Support Teacher where she worked on various projects such as the Be Smart Online.

She believes in the importance of technology in the classroom as today's generation

are considered to be a digital generation hence a hands-on approach for teachers to

include classroom technology as part of their pedagogy is considered important. She

also has volunteering at heart especially when it comes to children and youths within

the local parish. Marthese holds a Masters in Business & Administration, where in

her dissertation, she investigated the perceptions of Educators in Malta before and

during the pandemic with regards to classroom technology.


Digital Education in Digital Strategy

Mr Grazio Grixti

The session about the National Strategy for Digital Education 2021 – 2030 discusses

the key aspects of digital education and the action plan that will promote further digital

transformation in the Maltese education system. In this context, the Directorate for

Digital Literacy and Transversal Skills is developing the first National Strategy for

Digital Education to boost digital literacy, computer science and digitalisation of

education. This strategy is taking a holistic approach to address the potential and

challenges of educators, students and parents in terms of digital competences. This

session includes 4 workshops in which you will have the opportunity to give your

feedback and insight about the following areas:

1. Access to Digital Resources, Technologies & Platforms for Education

2. Equip Educators with Digital Competencies

3. Learners to succeed as global digital citizens

4. Parents and other key players in the digital transformation

Keywords: Digital education; Digital Competences; Digital Resources; Digital

Citizenship; Digital Transformation.

Grazio Grixti is the Director for Digital Literacy and Transversal Skills (DDLTS) within

the Ministry for Education. His main focus is to empower learners in acquiring digital

competences to succeed as global digital citizens. He graduated from the University

of Malta with a B.Ed. (Hons) and an Executive Master of Business Administration in

Public Management. Grazio has developed his expertise in digital literacy throughout

the years with continuous professional development and in his role as teacher, and

later on, as Education Officer in DDLTS where he had a leading role in the One Tablet

Per Child Project (OTPC).

technology enhanced & remote teaching & learning

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