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Findings show that teachers maintained their design-oriented and interdisciplinary mindset, but online transition reduced design support, weakened teacher connections, and limited students’ ability to sustain interdisciplinary links in design products.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Turkey  \nFatma Özüdoğru, Usak University, Turkey  \nBurak Yavaş, Turan Akçay Elementary School, Turkey  \nAbstract  \neTwinning projects support teachers and students from different countries to engage with eachother through online learning. In 2020, the world started to battle with the pandemic and this shifted educational practices from face to face to online learning. In this study, we tried to understand how the pandemic influenced the activity planning, design process, teacher connections, and in-class interactions from the teachers' viewpoint. To achieve this goal, we worked with a core group of eight elementary teachers who conducted eTwinning projects before and during the pandemic. These elementary teachers started developing eTwinning projects in 2019 by using a book designed to support interdisciplinary thinking with an emphasis on design with second grade students. When we examined the activities developed by these teachers, their emphasis on design and interdisciplinary connections continued during the pandemic with the same group of students when they were in third grade. While the mindset did not change for activity planning, the complete shift to online learning created several challenges for teachers. Teachers stated that their support for the design decreased during the pandemic and they were more comfortable with assisting their students in face-toface classes. The pandemic also reduced the connections among teachers and supporting group work became a challenge. When these aspects were combined, students had to complete an individual design experience during the pandemic and this resulted in several students missing the interdisciplinary connections in their design products.  \nKeywords  \neTwinning projects, COVID-19 pandemic, elementary teachers, interdisciplinary thinking, design process  \nIntroduction  \nIn late 2019, the COVID-19 virus emerged as a health crisis in China and in March 2020 schools and universities around the world began to close in response to the pandemic, leading to drastic changes in the way school education is offered. In such a circumstance, education could only occur remotely, and hence the use of cloud-based software and services in education became a must all of a sudden (Scully et al., 2021) . This situation led schools and universities to change their traditional learning and teaching methods and migrate to fully online education. This is referred to as emergency remote teaching by Hodges et al. (2020), who distinguish between planned online learning experiences and online learning provided in response to a crisis without adequate preparation or instructional design.  \nGreen et al. (2020) note that the rapid transition to a fully online mode has challenged even the most experienced educators by requiring them to quickly redesign their courses they had prepared to fit the new mode with new tools. Adedoyin & Soykan (2020) suggest that the migration process should be viewed from the students' and educators’ level of digital competence. Digital competence of teachers and students is perceived as an area in need of development for quality online learning and teaching (Adedoyin & Soykan, 2020; Scully et al., 2020) . Another challenge experienced by teachers was student engagement (Dreamson, 2020) . Ewing & Cooper (2021) revealed that engagement for teachers during emergency remote teaching took central priority over curriculum. However, engagement was their greatest challenge. Makamure and Tsakeni (2020) indicated that teachers teaching science, technology, engineering, and mathematics (STEM) subjects had some pedagogical challenges during online instruction, such as implementing activities that needed hands-on practice, which made online platforms more teacher-centered than face-to-face learning. Furthermore, teachers faced challenges such as converting course material","cbCaig1JRdCZhyc9","https://ap.wps.com/l/cbCaig1JRdCZhyc9","pdf",589724,23,"English","# Abstract\n# Introduction\n## Emergency remote teaching and online transition\n## Teachers’ and students’ challenges\n## Opportunities and pedagogical changes","[{\"question\":\"What does the study focus on regarding eTwinning during the pandemic?\",\"answer\":\"It investigates how the pandemic influenced teachers’ activity planning, the design process, teacher connections, and in-class interactions from the teachers’ viewpoint.\"},{\"question\":\"How were the participants involved in the research?\",\"answer\":\"Eight elementary teachers who conducted eTwinning projects both before and during the pandemic worked as a core group.\"},{\"question\":\"What challenges emerged for teachers after education shifted online?\",\"answer\":\"Teachers reported reduced support for design, greater comfort with in-person assistance, and decreased connections among teachers, making group work harder to support.\"}]","Designing During the Pandemic - Understanding Teachers’ Challenges in eTwinning Projects | PDF",1792090138,58]