A Covid-19 járványhelyzet hatása a tanárképzés digitalizációs folyamatára
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Megjelent:
jún 1, 2021
Kulcsszavak:
felsőoktatás, tanárképzés, digitális kompetencia, távolléti oktatás, covid-19
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Absztrakt
A 21. században zajló digitális forradalom jelentős hatással van a felsőoktatásra, benne különösen a tanárképzésre, erre a digitalizációs folyamatra katalizátorként hatott a Covid-19 világjárvány. Az intézményeknek rövid idő alatt kellett megtalálniuk és alkalmazniuk azokat a digitális megoldásokat, melyekkel a lehető leghatékonyabban tudták megvalósítani a távolléti vagy hibrid oktatást. Ez azonban rávilágított a digitális kompetencia fontosságára mind az oktatók, mind a hallgatók részéről. A szereplők digitális kompetenciájának fejlettsége meghatározta a digitális technológiával támogatott oktatás minőségét és eredményességét, felszínre hozta az egyenlőtlenségeket, ugyanakkor rá is kényszerített mindenkit a tanulásra, új eszközök, módszerek kipróbálására. Tanulmányunk célja elhelyezni a járványhelyzet távolléti és hibrid oktatását, ennek tapasztalatait a felsőoktatás digitalizációs folyamatában, részletesebben bemutatva a hallgatók és oktatók digitális kompetenciájának egyes területeire gyakorolt hatásokat. Továbbá kitérünk azokra a hosszabb távú irányvonalakra és javaslatokra, amelyeket felvázolhatunk az elmúlt egy év tapasztalatai nyomán. A hallgatók közötti digitális esélyegyenlőtlenségek csökkentésére a felsőoktatási intézményeknek is figyelmet kell fordítaniuk, amely különösen fontos a tanár szakos hallgatók esetében.
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Rausch, A., & Misley, H. (2021). A Covid-19 járványhelyzet hatása a tanárképzés digitalizációs folyamatára. Iskolakultúra, 31(6), 62–71. Elérés forrás https://www.iskolakultura.hu/index.php/iskolakultura/article/view/34659
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Bereczki, E. O., Horváth, L., Kálmán, O., Káplár-Kodácsy, K., Misley, H., Rausch, A., & Rónay, Z. (2020). Távolléti oktatást támogató módszertani segédanyag az ELTE PPK oktatói számára. Budapest: ELTE-PPK.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Seville: Joint Research Centre.
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. DOI: 10.1080/02619768.2020.1821184
Cohn, J., & Seltzer, B. (2020). Teaching Effectively During Times Of Disruption. Stanford University. https://crowdsource-tpc.com/teaching_resource/teaching-effectively-during-times-of-disruption-for-sis-and-pwr/ Utolsó letöltés: 2021.02.20.
Cong, L. M. (2020). Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale. In Tertiary Education in a Time of Change (pp. 39-60). Springer, Singapore.
Correia, A. P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452. DOI: 10.1080/01587919.2020.1821607
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. DOI: 10.37074/jalt.2020.3.1.7.
DOS (2016). Magyarország Digitális Oktatási Stratégiája. A Kormány által 1536/2016. (X. 13.) Korm. határozattal a Digitális Jólét Program részeként elfogadott stratégia. https://2015-2019.kormany.hu/download/0/cc/d0000/MDO.pdf Utolsó letöltés: 2021.03.16
Dringó-Horváth Ida (2018). IKT a tanárképzésben: a magyarországi képzőhelyek tanárképzési moduljában oktatók IKT-mutatóinak mérése. Új Pedagógiai Szemle, 2018, 9-10. https://folyoiratok.oh.gov.hu/uj-pedagogiai-szemle/ikt-a-tanarkepzesben-a-magyarorszagi-kepzohelyek-tanarkepzesi-moduljaban Utolsó letöltés: 2021.03.19.
Engeness, I. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96-114. DOI: 10.1080/02619768.2020.1849129
Europai Bizottság (2020a). Digitális oktatási cselekvési terv 2021–2027: Az oktatás és a képzés átalakítása a digitális kornak megfelelően. URL: https://eur-lex.europa.eu/legal-content/HU/TXT/PDF/?uri=CELEX:52020DC0624&from=EN Utolsó letöltés: 2021.03.19.
Europai Bizottság (2020b). Facing the Digital Transformation: Are Digital Skills Enough? URL: https://ec.europa.eu/info/publications/facing-digital-transformation-are-digital-skills-enough_en Utolsó letöltés: 2021.03.19.
European Data Portal (2020). Education during COVID-19; moving towards e-learning. URL: https://www.europeandataportal.eu/en/impact-studies/covid-19/education-during-covid-19-moving-towards-e-learning Utolsó letöltés: 2021.03.19.
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks JRC Scientific and Policy Reports. Seville: European Commission Joint Research Centre, Institute for Prospective Technological Studies.
Fletcher, G., & Griffiths, M. (2020). Digital transformation during a lockdown. International Journal of Information Management, 55, 102185. DOI: 10.1016/j.ijinfomgt.2020.102185
Gewin, V. (2021). Pandemic burnout is rampant in academia. Nature, 591(7850), 489-491. DOI: 10.1038/d41586-021-00663-2
Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283-299. DOI: 10.1177/0092055X20954263
Green, F. (2020). Schoolwork in lockdown: new evidence on the epidemic of educational poverty. Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). https://www.llakes.ac.uk/sites/default/files/67%20Francis%20Green%20Research%20Paper%20%28combined%20file%29.pdf Utolsó letöltés: 2021.03.15.
Guo, X., & Chen, Y. (2020, July). Evaluation of Occupant Comfort and Health in Indoor Home-Based Work and Study Environment. In International Conference on Human-Computer Interaction (pp. 480-494). Springer, Cham. DOI: 10.1007/978-3-030-59987-4_34
Horváth, L., Misley, H., Hülber, L., Papp-Danka, A., M. Pintér, T., & Dringó-Horváth, I. (2020). Tanárképzők digitális kompetenciájának mérése–a DigCompEdu adaptálása a hazai felsőoktatási környezetre. Neveléstudomány, 2, 5-25. DOI: 10.21549/NTNY.29.2020.2.1
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481. DOI: 10.1016/j.compedu.2013.06.008
Judge, S., & O’Bannon, B. (2008). Faculty integration of technology in teacher preparation: Outcomes of a development model. Technology, pedagogy and education, 17(1), 17-28. DOI: 10.1080/14759390701847435
Kay, R.H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408. DOI: 10.1080/15391523.2006.10782466
Király, O., Potenza, M. N., Stein, D. J., King, D. L., Hodgins, D. C., Saunders, J. B., ... & Demetrovics, Z. (2020). Preventing problematic internet use during the COVID-19 pandemic: Consensus guidance. Comprehensive Psychiatry, 100, 152180. DOI: 10.1016/j.comppsych.2020.152180
Kirschner, P., Wubbels, T., & Brekelmans (2008). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 435–477). New York: Springer Science/ Business Media.
Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. DOI: 10.1080/00313831.2012.726273
la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. DOI: 10.1080/02607476.2020.1803051
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of computer assisted learning, 29(5), 414-425. DOI: 10.1111/jcal.12030
Li, J., Wong, S. C., Yang, X., & Bell, A. (2020). Using feedback to promote student participation in online learning programs: Evidence from a quasi-experimental study. Educational Technology Research and Development, 68(1), 485-510. DOI: 10.1007/s11423-019-09709-9
Mishra, P. & Kereluik, K. (2011). What 21st Century Learning? A review and a synthesis. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3301-3312). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/36828/. Utolsó letöltés: 2021.03.16.
Mitchell, C., Friedrich, L., & Appleget, C. (2019). Preservice teachers’ blogging: collaboration across universities for meaningful technology integration. Teaching Education, 30(4), 356-372. DOI: 10.1080/10476210.2018.1486815
Montacute, R. (2020). Social Mobility and Covid-19: Implications of the Covid-19 Crisis for Educational Inequality. London: Sutton Trust.
Mutton, T., Mills, G., & McNicholl, J. (2006). Mentor skills in a new context: Working with trainee teachers to develop the use of information and communications technology in their subject teaching. Technology, Pedagogy and Education, 15(3), 337–352.
Nelson, M. J., Voithofer, R., & Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. DOI: 10.1016/j.compedu.2018.09.023
Nemzeti Infokommunikációs Stratégia’ (2014-2020). https://2010-2014.kormany.hu/download/b/fd/21000/Nemzeti%20Infokommunikációs%20Stratégia%202014-2020.pdf Utolsó letöltés: 2021.03.19.
Obringer, R., Rachunok, B., Maia-Silva, D., Arbabzadeh, M., Nateghi, R., & Madani, K. (2021). The overlooked environmental footprint of increasing Internet use. Resources, Conservation and Recycling, 167, 105389. DOI: 10.1016/j.resconrec.2020.105389
Pick, J., & Sarkar, A. (2016). Theories of the digital divide: Critical comparison. In 2016 49th Hawaii International Conference on System Sciences (HICSS) (pp. 3888-3897). IEEE.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870. DOI: 10.1016/ j.tate.2009.10.024
Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. https://psyarxiv.com/4fykt/ Utolsó letöltés: 2021.03.19.
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. DOI: 10.1016/j.compedu.2016.02.014
Serfőző, M., F. Lassú, Zs., Svraka, B., & Aggné Pirka, V. (2020). Az online térben is az emberi tényező a legfontosabb. Hallgatói visszajelzések a távolléti oktatásról. https://www.tok.elte.hu/dstore/document/1140/TÁVOK%20rövid%20beszámoló_kész.pdf Utolsó letöltés: 2021.03.15.
Serhan, D. (2020). Transitioning from Face-to-Face to Remote Learning: Students' Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. DOI: 10.46328/ijtes.v4i4.148
Swallow, M.J.C. (2020). Exploring Preservice Teachers’ Digital Citizenship. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1893-1898). Online: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215968/. Utolsó letöltés: 2021.03.19.
UNESCO (2014). UNESCO Education Strategy 2014-202. http://education2030-arab-states.org/PDF/42f1b29b-6b43-4944-9d8f-3782d0747bea_UNESCOEDStrategy2014-2021_ENاستراتيجيةاليونسكوللتربية2014-2021.pdf Utolsó letöltés: 2021.03.19.
UNESCO (2020). Distance learning strategies in response to COVID-19 school closures. URL: https://unesdoc.unesco.org/ark:/48223/pf0000373305?posInSet=86&queryId=N-4ada2751-ddcf-4975-a212-0ab9a742e0fd Utolsó letöltés: 2021.03.19.
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Seville: Joint Research Centre.
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. DOI: 10.1080/02619768.2020.1821184
Cohn, J., & Seltzer, B. (2020). Teaching Effectively During Times Of Disruption. Stanford University. https://crowdsource-tpc.com/teaching_resource/teaching-effectively-during-times-of-disruption-for-sis-and-pwr/ Utolsó letöltés: 2021.02.20.
Cong, L. M. (2020). Successful Factors for Adoption of Synchronous Tools in Online Teaching at Scale. In Tertiary Education in a Time of Change (pp. 39-60). Springer, Singapore.
Correia, A. P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452. DOI: 10.1080/01587919.2020.1821607
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20. DOI: 10.37074/jalt.2020.3.1.7.
DOS (2016). Magyarország Digitális Oktatási Stratégiája. A Kormány által 1536/2016. (X. 13.) Korm. határozattal a Digitális Jólét Program részeként elfogadott stratégia. https://2015-2019.kormany.hu/download/0/cc/d0000/MDO.pdf Utolsó letöltés: 2021.03.16
Dringó-Horváth Ida (2018). IKT a tanárképzésben: a magyarországi képzőhelyek tanárképzési moduljában oktatók IKT-mutatóinak mérése. Új Pedagógiai Szemle, 2018, 9-10. https://folyoiratok.oh.gov.hu/uj-pedagogiai-szemle/ikt-a-tanarkepzesben-a-magyarorszagi-kepzohelyek-tanarkepzesi-moduljaban Utolsó letöltés: 2021.03.19.
Engeness, I. (2021). Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education, 44(1), 96-114. DOI: 10.1080/02619768.2020.1849129
Europai Bizottság (2020a). Digitális oktatási cselekvési terv 2021–2027: Az oktatás és a képzés átalakítása a digitális kornak megfelelően. URL: https://eur-lex.europa.eu/legal-content/HU/TXT/PDF/?uri=CELEX:52020DC0624&from=EN Utolsó letöltés: 2021.03.19.
Europai Bizottság (2020b). Facing the Digital Transformation: Are Digital Skills Enough? URL: https://ec.europa.eu/info/publications/facing-digital-transformation-are-digital-skills-enough_en Utolsó letöltés: 2021.03.19.
European Data Portal (2020). Education during COVID-19; moving towards e-learning. URL: https://www.europeandataportal.eu/en/impact-studies/covid-19/education-during-covid-19-moving-towards-e-learning Utolsó letöltés: 2021.03.19.
Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks JRC Scientific and Policy Reports. Seville: European Commission Joint Research Centre, Institute for Prospective Technological Studies.
Fletcher, G., & Griffiths, M. (2020). Digital transformation during a lockdown. International Journal of Information Management, 55, 102185. DOI: 10.1016/j.ijinfomgt.2020.102185
Gewin, V. (2021). Pandemic burnout is rampant in academia. Nature, 591(7850), 489-491. DOI: 10.1038/d41586-021-00663-2
Gillis, A., & Krull, L. M. (2020). COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses. Teaching Sociology, 48(4), 283-299. DOI: 10.1177/0092055X20954263
Green, F. (2020). Schoolwork in lockdown: new evidence on the epidemic of educational poverty. Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES). https://www.llakes.ac.uk/sites/default/files/67%20Francis%20Green%20Research%20Paper%20%28combined%20file%29.pdf Utolsó letöltés: 2021.03.15.
Guo, X., & Chen, Y. (2020, July). Evaluation of Occupant Comfort and Health in Indoor Home-Based Work and Study Environment. In International Conference on Human-Computer Interaction (pp. 480-494). Springer, Cham. DOI: 10.1007/978-3-030-59987-4_34
Horváth, L., Misley, H., Hülber, L., Papp-Danka, A., M. Pintér, T., & Dringó-Horváth, I. (2020). Tanárképzők digitális kompetenciájának mérése–a DigCompEdu adaptálása a hazai felsőoktatási környezetre. Neveléstudomány, 2, 5-25. DOI: 10.21549/NTNY.29.2020.2.1
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473–481. DOI: 10.1016/j.compedu.2013.06.008
Judge, S., & O’Bannon, B. (2008). Faculty integration of technology in teacher preparation: Outcomes of a development model. Technology, pedagogy and education, 17(1), 17-28. DOI: 10.1080/14759390701847435
Kay, R.H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383–408. DOI: 10.1080/15391523.2006.10782466
Király, O., Potenza, M. N., Stein, D. J., King, D. L., Hodgins, D. C., Saunders, J. B., ... & Demetrovics, Z. (2020). Preventing problematic internet use during the COVID-19 pandemic: Consensus guidance. Comprehensive Psychiatry, 100, 152180. DOI: 10.1016/j.comppsych.2020.152180
Kirschner, P., Wubbels, T., & Brekelmans (2008). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 435–477). New York: Springer Science/ Business Media.
Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. DOI: 10.1080/00313831.2012.726273
la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. DOI: 10.1080/02607476.2020.1803051
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of computer assisted learning, 29(5), 414-425. DOI: 10.1111/jcal.12030
Li, J., Wong, S. C., Yang, X., & Bell, A. (2020). Using feedback to promote student participation in online learning programs: Evidence from a quasi-experimental study. Educational Technology Research and Development, 68(1), 485-510. DOI: 10.1007/s11423-019-09709-9
Mishra, P. & Kereluik, K. (2011). What 21st Century Learning? A review and a synthesis. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3301-3312). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/36828/. Utolsó letöltés: 2021.03.16.
Mitchell, C., Friedrich, L., & Appleget, C. (2019). Preservice teachers’ blogging: collaboration across universities for meaningful technology integration. Teaching Education, 30(4), 356-372. DOI: 10.1080/10476210.2018.1486815
Montacute, R. (2020). Social Mobility and Covid-19: Implications of the Covid-19 Crisis for Educational Inequality. London: Sutton Trust.
Mutton, T., Mills, G., & McNicholl, J. (2006). Mentor skills in a new context: Working with trainee teachers to develop the use of information and communications technology in their subject teaching. Technology, Pedagogy and Education, 15(3), 337–352.
Nelson, M. J., Voithofer, R., & Cheng, S. L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. DOI: 10.1016/j.compedu.2018.09.023
Nemzeti Infokommunikációs Stratégia’ (2014-2020). https://2010-2014.kormany.hu/download/b/fd/21000/Nemzeti%20Infokommunikációs%20Stratégia%202014-2020.pdf Utolsó letöltés: 2021.03.19.
Obringer, R., Rachunok, B., Maia-Silva, D., Arbabzadeh, M., Nateghi, R., & Madani, K. (2021). The overlooked environmental footprint of increasing Internet use. Resources, Conservation and Recycling, 167, 105389. DOI: 10.1016/j.resconrec.2020.105389
Pick, J., & Sarkar, A. (2016). Theories of the digital divide: Critical comparison. In 2016 49th Hawaii International Conference on System Sciences (HICSS) (pp. 3888-3897). IEEE.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863–870. DOI: 10.1016/ j.tate.2009.10.024
Pownall, M., Harris, R., & Blundell-Birtill, P. (2021). Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations. https://psyarxiv.com/4fykt/ Utolsó letöltés: 2021.03.19.
Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. DOI: 10.1016/j.compedu.2016.02.014
Serfőző, M., F. Lassú, Zs., Svraka, B., & Aggné Pirka, V. (2020). Az online térben is az emberi tényező a legfontosabb. Hallgatói visszajelzések a távolléti oktatásról. https://www.tok.elte.hu/dstore/document/1140/TÁVOK%20rövid%20beszámoló_kész.pdf Utolsó letöltés: 2021.03.15.
Serhan, D. (2020). Transitioning from Face-to-Face to Remote Learning: Students' Attitudes and Perceptions of Using Zoom during COVID-19 Pandemic. International Journal of Technology in Education and Science, 4(4), 335-342. DOI: 10.46328/ijtes.v4i4.148
Swallow, M.J.C. (2020). Exploring Preservice Teachers’ Digital Citizenship. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1893-1898). Online: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/215968/. Utolsó letöltés: 2021.03.19.
UNESCO (2014). UNESCO Education Strategy 2014-202. http://education2030-arab-states.org/PDF/42f1b29b-6b43-4944-9d8f-3782d0747bea_UNESCOEDStrategy2014-2021_ENاستراتيجيةاليونسكوللتربية2014-2021.pdf Utolsó letöltés: 2021.03.19.
UNESCO (2020). Distance learning strategies in response to COVID-19 school closures. URL: https://unesdoc.unesco.org/ark:/48223/pf0000373305?posInSet=86&queryId=N-4ada2751-ddcf-4975-a212-0ab9a742e0fd Utolsó letöltés: 2021.03.19.