<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Online education was the exception rather than the norm of the English school system prior to March 2020. The COVID-19 pandemic resulted in two periods of government-directed school closure from March to July 2020 and again from January to March 2021. These closures necessitated a transformation to online education almost overnight. Although much of the work set for students was a transfer of tasks appropriate for a physical classroom uploaded onto digital platforms, some adjustments had to be made to ensure it remained appropriate and effective. As time went on and colleagues developed their techno-pedagogical maturity, so too did the interactive nature of lessons improve. Yet, these elements were enhanced on a broader scale not merely by colleagues’ successful adaptation to the digital classroom, but also by their development of pastoral approaches to teaching beyond the physical classroom. Teachers who invested pastorally in their digital communities created, fostered and were able to shape the culture of online education more purposefully and effectively for their students, increased a sense of inclusion, and thus better provided for equity amongst their student bodies, aiming to limit and narrow the academic and pastoral gap between students from low socio-economic backgrounds and their peers.</p>
</abstract>

Online education was the exception rather than the norm of the English school system prior to March 2020. The COVID-19 pandemic resulted in two periods of government-directed school closure from March to July 2020 and again from January to March 2021. These closures necessitated a transformation to online education almost overnight. Although much of the work set for students was a transfer of tasks appropriate for a physical classroom uploaded onto digital platforms, some adjustments had to be made to ensure it remained appropriate and effective. As time went on and colleagues developed their techno-pedagogical maturity, so too did the interactive nature of lessons improve. Yet, these elements were enhanced on a broader scale not merely by colleagues’ successful adaptation to the digital classroom, but also by their development of pastoral approaches to teaching beyond the physical classroom. Teachers who invested pastorally in their digital communities created, fostered and were able to shape the culture of online education more purposefully and effectively for their students, increased a sense of inclusion, and thus better provided for equity amongst their student bodies, aiming to limit and narrow the academic and pastoral gap between students from low socio-economic backgrounds and their peers.

Developing a pastoral response to the complexities and challenges faced by disadvantaged students in the digital classroom

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Online education was the exception rather than the norm of the English school system prior to March 2020. The COVID-19 pandemic resulted in two periods of...

Developing a pastoral response to the complexities and challenges faced by disadvantaged students in the digital classroom

Publié en ligne: 08 juin 2022

Pages: 102 - 111

DOI: https://doi.org/10.2478/rem-2022-0012

Mots clés
teaching, learning, disadvantaged, inclusive education

© 2022 Clare Owen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Developing a pastoral response to the complexities and challenges faced by disadvantaged students in the digital classroom

Publié en ligne: 08 juin 2022

Pages: 102 - 111

DOI: https://doi.org/10.2478/rem-2022-0012

Mots clésteaching, learning, disadvantaged, inclusive education

© 2022 Clare Owen, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
teaching, learning, disadvantaged, inclusive education