In 2019, according to a survey on school readiness for information technology learning in Saudi Arabia, ** percent of school leaders agreed that they were supporting teachers in developing new teaching practices prior to COVID-19.

LearnPlatform is a technology platform in the kindergarten-12th grade (K-12) market providing a broadly interoperable platform to the breadth of educational technology (edtech) solutions in the United States K-12 field. A key component of edtech effectiveness is integrated reporting on tool usage and, where applicable, evidence of efficacy. With COVID closures, LearnPlatform is a resource to measure whether students are accessing digital resources within distance learning constraints. This platform provides a source of data to understand if students are accessing digital resources, and where resources have disparate usage and impact. This study includes educational technology usage across over 8,000 tools used in the education field in 2020.

2022

United States In light of the COVID-19 pandemic, schools in the U.S. started shutting down in March 2020. This was a noteworthy and uncommon commotion of the U.S. tutoring framework that constrained schools to a close shut-down. At the actual pinnacle of school terminations, they influenced 55.1 million understudies in 124,000 public and private U.S. schools. The impacts of broad school shut-downs were felt across the country - and irritated a few social disparities in sexual orientation, innovation, instructive accomplishment, and psychological well-being. In short, Covid-19 has ruined Education badly. Closing of Schools at Initial Stage At the state-wide level, a few states either requested or prescribed for schools to be shut. State-wide mandates for school terminations started on March 16, 2020, and by March 24, 2020, all states had shut schools until additional notification. In light of a legitimate concern for general wellbeing, school terminations for the COVID-19 pandemic were utilized to check transmission of the sickness and energize social removal, similar as in the past with Swine Flu and MRSA episodes. Disturbance of school feeding projects: A significant concern for the shutdown of face-to-face learning in the U.S. was the disturbance of school feeding projects. It is estimated that 29.4 million kids every day accept their supper through the National School Lunch Program (NSLP). Food instability can have intense impacts on kids' results: transient impacts might be weakness and low resistance, while long haul impacts might be passionate, physical, and mental harms. Given that a huge volume of students relies upon financed dinners given through the NSLP, a few individual school regions and state governing bodies at first moved to react appropriately to disperse suppers even after the end of schools. The Department of Education in South Carolina reported in March 2020 that they would organize "Snatch n-Go" feast locales all through the states that would be open five days a week. Impacts on post-secondary education Colleges were among the first establishments in the United States to progress to web-based learning. Enlistment for community colleges in the Fall 2020 semester dropped by 10% from the previous year, with the most honed decreases happening among original understudies and understudies of shading. Fall 2020 enlistment misfortunes in undergrad foundations were likewise more articulated for men than women, with men encountering a generally speaking 5.1% lessening in enlistment contrasted with a 7% diminishing for women. Virtual Learning The staggering greater part of schools moved to online guidance beginning in March 2020, carrying out either virtual or hybrid learning. This has introduced a few difficulties for both teachers, students, and their families because of inconsistent admittance to instruction and insufficient home learning conditions. A few online studies directed in March during the start of the pandemic showed that educators had a few understudies not signing in to finish tasks. In contrast with face-to-face learning models, teachers are showing less new material to students and consuming a large chunk of the day to cover material, a pattern that is particularly clear in high-poverty schools. Learning GapThe shift to web-based learning affected how students got the hang of throughout the spring 2020 and Fall 2020 semesters. A few examinations have shown that internet learning is less compelling than face-to-face learning. Along these lines, guardians, instructors, and policymakers have developed progressively worried about a potential learning hole that might emerge following the year-extensive stretch of online guidance. There were likewise a few concerns for the interference of realizing when initial shut-downs were happening and the ensuing change to online stages that brought about long stretches of guidance being lost. As indicated by Stanford University's Center for Research on Education Outcomes, midpoints for quite a long time of guidance lost for the Spring 2020 semester's reading time increase to 57 to 183 days, and Mathematics time rises to 136 to 232 days. Covid-19 makes the situation worse in every field of life. Everything is badly disturbed due to this pandemic, and one of the most important factors that are badly affected by the Covid-19 is education. The entire education system in the United States is facing too many problems, especially the high poverty institutes. Now it’s a hope that school will reopen and everything will get in its real position. If you want to buy school supplies for your kids, then you must go for Discount School Supplies and get the best quality products at cost-effective prices.

This dataset provides the number of weekly COVID-19 cases for staff and students in CT public and private PK-12 schools during the 2021-2022 school year. The following metrics are included: Number of student cases - total Number of student cases - fully vaccinated June 30, 2022 is the last report for the 2021 – 2022 academic school year. Number of student cases - not vaccinated Number of student cases - no vaccine information Number of staff cases - total Number of staff cases - fully vaccinated Number of staff cases - not vaccinated Number of staff cases - no vaccine information Data for the 2020-2021 school year is available here: https://data.ct.gov/Health-and-Human-Services/COVID-19-Cases-in-CT-Schools-Statewide-2020-2021-S/ehua-hw73

Abstract

Opportunity-focused, high-growth entrepreneurship and science-led innovation are crucial for continued economic growth and productivity. Working in these fields offers the opportunity for rewarding and high-paying careers. However, the majority of youth in developing countries do not consider either as job options, affecting their choices of what to study. Youth may not select these educational and career paths due to lack of knowledge, lack of appropriate skills, and lack of role models. We provide a scalable approach to overcoming these constraints through an online education course for secondary school students that covers entrepreneurial soft skills, scientific methods, and interviews with role models.

The study comprises three experimental trials provided Before and during COVID-19 pandemic in different regions of Ecuador. This catalog entry includes data from Experiment 3: Coastal Educational Regime (Régimen Costa) 2020/2021. The data from the other two experiments are also available in the catalog.

Experiment 3: Coastal Educational Regime (Régimen Costa) 2020/2021

A randomized experiment conducted in high schools in Ecuador as rapid fire response to the hurdles of COVID-19 for the Coastal Educational regimes schools (Régimen Costa); Students finish the program in December 2020). The intervention is an online education course that covers entrepreneurial soft skills, scientific methods, and interviews with role models. This course is taken by students at home during the COVID-19 pandemic under teachers’ supervision. We work mostly with 14-22-year-old students (16,441 students) in 598 schools assigned to the program. We randomly assign schools either to treatment (and receiving the entrepreneurship courses online), or placebo-control (receiving a placebo treatment of online courses from standard curricula) groups. We also cross-randomize the role models and evaluate set of nimble interventions to increase take-up. The details of intervention can be found in AEA registry: Asanov, Igor and David McKenzie. 2021. Scaling up virtual learning of online learning in high schools. AEA RCT Registry. March 23 Merged datasets from the baseline, midline, endline survey for each experiment administrated through online learning platform in school during normal educational hours before COVID-19 pandemic or at student’s home during COVID-19 pandemic are documented here. The detailed information about the questioner and each item can be found in the codebooks (Baseline 1, Baseline 2, Midline, Endline 1, Endline 2) for corresponding experiments.

Geographic coverage

Experiment 3: Coastal Educational Regime (Régimen Costa) 2020/2021 We cover students of last year of education in School K12 of technical specialization (Bachillerato técnico) that study in Coastal Educational Regime (Régimen Costa) 2020/2021, suppose to finish their education in school in March 2021 and we capable to register on the online platform. The schools in highlands educational regime covered in this experiment scatter over the next educational zones 1, 2, 3, 4, 5, 6, 7, 8, 9.
Taken together in the experiment 2,3 we offered the program across all Ecuador to schools that have technical specialization track.

Analysis unit

Student

Kind of data

Sample survey data [ssd]

Sampling procedure

All students in selected schools who were present in classes filled out the baseline questionnaire

Mode of data collection

Internet [int]

Research instrument

Questionnaires We execute three main sets of questioners. A. Internet (Online Based survey)

The survey consists of a multi-topic questionnaire administered to the students through online learning platform in school during normal educational hours before COVID-19 pandemic or at home during the COVID-19 pandemic. We collect next information: 1. Subject specific knowledge tests. Spanish, English, Statistics, Personal Initiative (only endline), Negotiations (only endline). 2. Career intentions, preferences, beliefs, expectations, and attitudes. STEM and entrepreneurial intentions, preferences, beliefs, expectations, and attitudes. 3. Psychological characteristics. Personal Initiative, Negotiations, General Cognitions (General Self-Efficacy, Youth Self-Efficacy, Perceived Subsidiary Self-Efficacy Scale, Self-Regulatory Focus, Short Grit Scale), Entrepreneurial Cognitions (Business Self-Efficacy, Identifying Opportunities, Business Attitudes, Social Entrepreneurship Standards). 4. Behavior in (incentivized) games: Other-regarding preferences (dictator game), tendency to cooperate (Prisoners Dilemma), Perseverance (triangle game), preference for honesty, creativity (unscramble game). 5. Other background information. Socioeconomic level, language spoken, risk and time preferences, trust level, parents background, big-five personality traits of student, cognitive abilities. Background information (5) collected only at the baseline. B. First follow-up Phone-based Survey Zone 2, Summer (Phone Based). The survey replicates by phone shorter version of the internet-based survey above. We collect next information: 1. Subject specific knowledge tests.
2. Career intentions, preferences, beliefs, expectations, and attitudes. 3. Psychological characteristics

C. (Second) Follow-up Phone-Based Survey, Winter, Zone 2, Highlands Educational Regime.

We execute multi-topic questionnaire by phone to capture the first life-outcomes of students who finished the school. We collect next information:

1. Life Outcome 1- Education. The set of questions that aims to measure the learning success, career/study intentions, propensity to plan and approach others with studying tasks, entrepreneurial intentions.
2. Life Outcome 2- Labor. The set of questions that aims to measure employment status and income, job searching behavior, time devoted for working/business, salary expectations and knowledge about the careers, self-initiated contribution to the family.
3. Personal Initiative/Negotiations related and other measures. The set of questions that aim to measure level of personal initiative, negotiation strategies, pregnancy rate, gender stereotypes, math/STEM self-efficacy, gender attitudes, parent-student communication effects.

Cleaning operations

Data Editing A. Internet, Online-based surveys. We extracted the raw data generated on online platform from each experiment and prepared it for research purposes. We made several pre-processing steps of data: 1. We transform the raw data generated on platform in standard statistical software (R/STATA) readable format. 2. We extracted the answer for each item for each student for each survey (Baseline, Midline, Endline). 3. We cleaned duplicated students and duplicated answers for each item in each survey based on administrative data, performance and information given by students on platform. 4. In case of baseline survey, we standardized items/scales but also kept the raw items.

B. Phone-based surveys. The phone-based surveys are collected with help of advanced CATI kit. It contains all cases (attempts to call) and indication if the survey was effective. The data is cleaned to be ready for analysis. The data is anonymized but contains unique anonymous student id for merging across datasets.

ABSTRACT This exploratory descriptive research aims to analyze the implementation of the School Health Program in the Federal District, in the period before and during the COVID-19 pandemic. The data were produced from February to April 2022 through documentary research and application of an online questionnaire with professionals from the Primary Health Care (PHC) teams within the scope of the Primary Care Qualification Program of the Federal District-QualisAPS. The databases of the National Institute of Educational Studies and Research Anísio Teixeira, the Information System for Primary Care and the QualisAPS Platform were accessed on the actions developed from 2018 to 202, the structuring of the program, and its inclusion in the action plans of family health and oral health teams. Through descriptive statistics and content analysis it was evident an increase in the adhesion of schools to the PSE and a predominance of records related to oral health and vaccine verification, in both periods, with quantitative reduction due the pandemic period. The reality of the Federal District reveals that the interrelation of the Program with PHC and the support of QualisAPS enable a continuous planning process, bringing prospects for strengthening the actions.

Objective: This study examines the impact on the social-emotional skills of Japanese pre-school children from downsizing of school activities in conjunction with voluntary school closures due to the first wave of COVID-19, in 2020.Methods: Participants included 32 children aged 4–5 years old from three pre-schools in Tokyo, Japan, where strict lockdown was not implemented and voluntary school closure was recommended. Child social-emotional skills was assessed by classroom teachers using Devereux Student Strengths Assessment mini (DESSA-mini) three times: November 2019, January 2020 (before the COVID-19), and March 2020 (during the first COVID-19 wave). All pre-schools implemented voluntary school closures from March 2nd, and two schools (school A and B) canceled school recitals, while one school (school C) allowed for it to be held on March 4th, with precautions in place to prevent the spread of infection. Repeated measures ANOVA were performed to examine the difference between the T scores of the DESSA-mini three pre-schools before and during the COVID-19 pandemic.Results: In school C, children showed stable T scores of the DESSA-mini, whereas children in school A and B showed lower T scores of the DESSA-mini during COVID-19 than before it started. The interaction effects between time and pre-schools were found (F = 7.05, p < 0.001).Conclusion: Our findings suggest that school recitals in pre-schools were important to maintaining children's social-emotional skills during the COVID-19 pandemic.

This survey by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF) and the World Bank seeks to collect information on national education responses to school closures related to the COVID-19 pandemic. The questionnaire is designed for Ministry of Education officials at central or decentralized level in charge of school education. The questionnaire does not cover higher education or technical and vocational education and training. Analysis of results will allow for policy learning across the diversity of country settings in order to better inform local/national responses and prepare for the reopening of schools. The survey will be run on a regular basis to ensure that the latest impact and responses are captured. In light of the current education crisis, the COVID-19 education response coordinated by UNESCO with our partners is deemed urgent. A first wave of data collection started in May and lasted until mid-June 2020. A second wave of data collection will start at the beginning of July. A link to the online survey questionnaire, as well as other formats, will be available shortly.

1) Register is as of reporting date 2) Only includes schools and programs in Districts 1-32 and District 75 3) NYCEECs and District PreK Centers are excluded 4) District 75 Home and Hospital Instruction programs and students are excluded 5) Percents are of active students ages 5 and up, not of all students (any four year olds are exluded as they are not yet eligible for vaccination) 1) Enrollment as of last day of reporting period 2) Only schools and programs in Districts 1-32 and District 75 3) NYCEECs and District PreK Centers are excluded 4) District 75 Home and Hospital Instruction programs and students are excluded 5) For consent and consent withdrawal, only Covid-19 testing eligible students are included (Grades 1-12) 6) For unvaccinated population, only students aged 5 or above as of the day before the beginning of the reporting period are included "7) Under the Family Educational Rights and Privacy Act (FERPA), educational agencies and institutions reporting or releasing data derived from education records are responsible for protecting personally identifiable information (PII) in their reports from disclosure. a) If a cell is ≤ 5 the value is suppressed (""S""), and the next highest value in that row is also suppressed (""S""). b) If a cell is within 5 of the total number of students for the subgroup, the value is suppressed (""T""), and the next highest value in that row is also suppressed (""T""). This is necessary, because it is a FERPA violation to disclose that no students in a subgroup were vaccinated. This report includes counts of unvaccinated students, therefore data suppression is necessary on the maximum values also." 8) An empty cell indicates that there are no students for that grade or subgroup

Full edition for scientific use. In an Austria-wide online survey, the teaching and learning situation during the Corona-related school closures was surveyed from the perspective of teachers: What learning content, tasks, communication channels are used? How do teachers assess the learning situation and the learning success of their students? To what extent do they succeed in reaching students, where do they see the greatest challenges, and how are they personally doing? Against the background of social selectivity, a focus was placed on the situation of disadvantaged students and differences within classes. The survey was conducted using an online questionnaire at two survey dates when schools were closed due to the pandemic in 2020: first wave in May 2020 with a qualified response of 4019, second wave in late November/early December 2020 with a qualified response of 3708.

Social connectedness at school is crucial to children's development, yet very little is known about the way it has been affected by school closures during COVID-19 pandemic. We compared pre-post lockdown levels of social connectedness at a school playground in forty-three primary school-aged children, using wearable sensors, observations, peer nominations and self-reports. The data and most files are written in English. Some of the materials (e.g., consent forms) are in Dutch.

Pandemic has influenced all spheres of the humanity. COVID-19 impacted the education vertical in larger manner. Traditional classroom environment plays a very vital role in molding the life of an individual. Bond nurtured in the early ages of the life acts as the great moral support in the latter stages of the journey. As the pandemic has forced us into online education, this data collection aims to analyze the impact of online education. To check out the satisfactory level of the learners, review was conducted.

Gender – Male, Female Home Location – Rural, Urban Level of Education – Post Graduate, School, Under Graduate Age – Years Number of Subjects – 1- 20 Device type used to attend classes – Desktop, Laptop, Mobile Economic status – Middle Class, Poor, Rich Family size – 1 -10 Internet facility in your locality – Number scale (Very Bad to Very Good) Are you involved in any sports? – Yes, No Do elderly people monitor you? – Yes, No Study time – Hours Sleep time – Hours Time spent on social media – Hours Interested in Gaming? – Yes, No Have separate room for studying? – Yes, No Engaged in group studies? – Yes, No Average marks scored before pandemic in traditional classroom – range Your interaction in online mode - Number scale (Very Bad to Very Good) Clearing doubts with faculties in online mode - Number scale (Very Bad to Very Good) Interested in? – Practical, Theory, Both Performance in online - Number scale (Very Bad to Very Good) Your level of satisfaction in Online Education – Average, Bad, Good

Abstract: Introduction: The challenges for medical education due to the COVID-19 pandemic require new pedagogical strategies to train ethical, humanistic, critical and reflective professionals. Objective: To identify the pedagogical strategies used for medical education during the COVID-19 pandemic around the world. Method: A review of the academic literature indexed in international databases was conducted according to the scoping review methodology. The information was collected in the PubMed, LILACS, SciELO, Virtual Health Library, Web of Science and Scopus databases. The keywords used were “Education, Medical” AND “Pandemics” OR “Coronavirus Infections”. We found 1,350 articles and 27 met the inclusion criteria. Results: Pedagogical strategies for medical education during the COVID-19 pandemic are centered on remote education, with the use of digital distance learning platforms through the internet and technology. The literature pointed out the need for teachers to be involved in the pedagogical process, planning activities and identifying appropriate digital platforms. There is no consensus on the inclusion of students in practical activities. Studies point to the existence of technology-mediated education even before the pandemic and its link with telemedicine. The need to incorporate disciplines to help manage pandemics with a focus on public health was identified. Conclusion: The experiences found were concentrated in high-income and developed countries. In addition, they are dependent on the internet and information and communication technologies. Omissions were identified regarding the limitations and weaknesses of this new pedagogical strategy, especially the lack of universal and equal access to digital media, the disregard of minority and underdeveloped realities and the devaluation of interpersonal relationships essential to medical training.

Before the outbreak of the coronavirus COVID-19 pandemic in December 2019 and January 2020, around **** percent of the user attendance on the Tencent Classroom platform in China was related to IT and Internet courses. As the pandemic spread in China in February and March 2020, the user number of courses on exam preparation increased significantly, mainly driven by high school students who were searching for additional training during the lockdown.

This project investigated parent perceptions of COVID19 Schooling from home based on a national survey of parents. Survey questions are listed below:• What is your usual employment?• How many hours a week are you currently employed?• What is your age?• What is your gender?• Country of residence• State• Postcode• How many children are currently under your care?• How many children are you currently schooling at home?• What is your child’s age?• What year of school is your child in?• What is your child’s gender?• Does your child have any special learning needs, and if so, what are they?• What type of school does your child attend?• In what area is your child’s school located?• What sort of technology or device does your child most often use for schooling at home (e.g. iPad, Chromebook, ACER laptop, Samsung phone, none)?• Which would best describe the access that your child has to a device or technology in order to undertake schooling at home?• Approximately how many weeks in total have you schooled your child from home since the beginning of the COVID-19 pandemic?• Approximately how many hours a week do you personally support your child to undertake schooling at home?• Approximately how many hours a week does another adult or adults support your child to undertake schooling at home?• Please rate your agreement with the following questions:- Schooling at home has been stressful for me.- Schooling at home has been difficult for my child.• What has been most stressful and difficult for you and your child about homeschooling, and why?• What has worked well/has been beneficial for you or your child during homeschooling, and why?• How many days each week does your child undertake schooling at home?• On each schooling at home day, approximately how many hours does your child spend schooling at home?• Are you generally aware of how your child spends their time completing schooling at home?• Approximately how many minutes each day (on average) would you estimate your child spends completing each of the following schooling-related activities?- Paper based activities (e.g. printed worksheets)- Offline tactile activities (e.g., exercise, science experiments)- Web-conferencing with a teacher (e.g. via Zoom)- Online learning games (e.g. Mathletics, Reading Eggs)- Digital worksheets completed online (e.g. fill-in-the-blank)- Reading online resources (e.g. links to websites)- Watching videos (teacher created)- Watching videos (general public domain)- Digital creativity tasks (e.g. creating essays, videos, posters)- Other online tasks (e.g. Google Classroom, Moodle chats)- Other:• If you could change anything about your child’s online and offline schooling at home activities, what would it be?• Does your child learn more, the same or less when schooling from home compared to when learning at school?• How much more or less do you estimate your child is learning during schooling at home compared to their normal learning when at school?• Please rate your agreement with the following questions:- My child is able to learn independently using technology- I am satisfied with the homeschooling support being offered by my child’s school• Compared to the first time during the pandemic that you had to do schooling at home, how would you rate schooling at home now?• Please explain the reasons for your answer to the previous question.

Counts of COVID-19 Cases in CT Schools by County As of 6/24/2021, COVID-19 school-based surveillance activities for the 2020 – 2021 academic year has ended. The Connecticut Department of Public Health along with the Connecticut State Department of Education are planning to resume these activities at the start of the 2021 – 2022 academic year.

This study investigates the effectiveness of Blackboard in promoting EFL students’ writing performance in the Department of English Language and Translation at Qassim University. The data were collected for two periods: before (spring 2019) and after (spring 2020) the spread of COVID-19 virus. The study analyzed the students’ final grades in three different levels of writing courses. The results were collected and analyzed across the two different teaching approaches (face-to-face and Blackboard) to evaluate the two learning experiences and to highlight suggestions for enhancing students’ and teachers’ experience in online learning in the future.

This study enlisted two groups of undergraduate male and female Saudi students who had applied for English language courses at Qassim University. Ethical approval was obtained (issued on, Sep. 25, 2020) from the deanship of scientific affairs to the head of the departments and the students. Students were also assured that their information would be only used for the study and that they were not required to disclose their identity in any way. Verbal consent of the participants was obtained because the ethics committee at the Qassim University approves verbal consent. Moreover, it is very difficult to get written consent from 833 participants. Still, as the study did not ask indulge the participants in interview, observation or questionnaire, it is enough to get permission from the University ethics committee. The consent letter states " This research meets the high ethical and scientific standards expected by society, and the participants have informed the Committee that they have no problem with the outcomes of the research work being published". The first group comprised students who took Writing 1, 2, and 3 prior to the pandemic, and the second group were those who took the same courses after the pandemic. The participants were assigned to take these three compulsory writing courses in the first three semesters after joining the program. The study sample thus included a total of 833 participants (287 males and 546 females). The students had prior experience with Blackboard as a learning tool. All freshman students, in traditional and pandemic times, are introduced to the most important features of Blackboard at the beginning of each semester. Additionally, three general courses were taught completely online during the first semester after students’ full enrolment in the program.