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ICCE2020.1_570.pdf1 MBAdobe PDF見る/開く
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dc.contributor.authorGORHAM, Tomen
dc.contributor.authorOGATA, Hiroakien
dc.contributor.alternative緒方, 広明ja
dc.date.accessioned2020-12-15T08:26:23Z-
dc.date.available2020-12-15T08:26:23Z-
dc.date.issued2020-11-23-
dc.identifier.isbn9789869721455-
dc.identifier.urihttp://hdl.handle.net/2433/259807-
dc.description28th International Conference on Computers in Education, 23-27 November 2020, Web conference.en
dc.description.abstractThe social distancing measures that have been adopted in response to the COVID-19 pandemic have resulted in the implementation of emergency remote teaching (ERT) practices in many educational contexts. This shift has presented several challenges, including issues of technological accessibility. A survey was conducted of members of Online Teaching Japan, a grass-roots professional learning community which was created to support teachers’ transitions to ERT. This paper will report on the results of this survey that address accessibility issues.en
dc.format.mimetypeapplication/pdf-
dc.language.isoeng-
dc.publisherAsia-Pacific Society for Computers in Education (APSCE)en
dc.rightsCopyright 2020 Asia-Pacific Society for Computers in Education.en
dc.rights許諾条件に基づいて掲載しています。ja
dc.subjectEmergency Remote Teachingen
dc.subjectTechnological Accessibilityen
dc.subjectTechnology Enhanced Language Learningen
dc.titleProfessional Learning Community’s Views on Accessibility during Emergency Remote Teachingen
dc.typeconference paper-
dc.type.niitypeConference Paper-
dc.identifier.jtitle28th International Conference on Computers in Education Conference Proceedingsen
dc.identifier.volume1-
dc.identifier.spage570-
dc.identifier.epage572-
dc.textversionpublisher-
dc.addressFaculty of Letters, Rissho Universityen
dc.addressGraduate School of Informatics, Kyoto Universityen
dc.relation.urlhttps://library.apsce.net/index.php/ICCE/article/view/3979-
dcterms.accessRightsopen access-
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