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In teacher training programs, internship supervision can be done online, while promoting a remote presence thanks to digital devices, which are now essential. However, how do university supervisors (US) adjust their practices to ensure a cognitive presence that supports trainees supervised via digital technology? A few answers emerge from interviews conducted with US in Quebec. The thematic analysis of their remarks, based on indicators of cognitive presence, indicate that the mediatization of supervision can promote collaboration between peers, accentuate the mediating role of US (towards higher levels of cognition), and open up parallel avenues of socio-emotional support.

Keywords: practical training, formation pratique, internship, stage, supervision, supervision, teaching, enseignement, distance, distance, présence cognitive, cognitive presence, digital, numérique

Teachers' well-being affects the quality of education. The pandemic-related national lockdown and social isolation in South Africa, lasting for two and a half years, harmed teachers and the education sector. Teachers' emotional and occupational well-being changed with online and rotational instruction. This was because they were expected to support students and parents and acquire essential competencies and skills for online technology-based teaching and learning. This paper discusses a study on secondary school teachers' struggles during school closures. Ten teachers from Gauteng, South Africa, were purposively recruited, five from each public and private school, using a qualitative research approach and exploratory case study design. The Teacher Well-being conceptual framework provided a theoretical framework for well-being. The findings illuminate the mental, physical, and social well-being issues of the 10 secondary school instructors, their transition to online teaching, and their intrinsic and extrinsic coping techniques, such as social media and faith. The study showed why school governing bodies should focus on coping methods to promote teachers' well-being. In Gauteng, South Africa, there is little research on teachers' well-being during school closures. More research is needed to address teachers' emotional and occupational well-being and discover professional development support.

Keywords: South Africa, Teacher Wellbeing, Secondary School Teachers, Isolation

Online video conferencing platforms are now key classroom tools worldwide, following the emergency remote teaching (ERT) response to COVID-19. However, the data risks and privacy issues these tools pose continue to be addressed only minimally by researchers, educators, and students. Moreover, while the ERT online pivot experience was generally global, digital classroom tools and their provenance vary. Many are developed in the United States and used in other countries and jurisdictions. Yet alternate educational technology markets exist in the contemporary world, though Western claims about educational technologies and privacy tend to centre American technologies. This paper seeks to disrupt the trend of global claims based on regional realities and, instead, to provide a direct comparison of privacy policies of two tools from separate markets: Zoom, developed in the United States, and ClassIn, developed in China. The paper compares the terms of service (ToS) and data risks associated with these two online classroom platforms. The findings ultimately suggest that although distinctions exist between the two in terms of data transparency, safety, security, protection, rights, and contexts, the data privacy implications of Zoom and ClassIn are more similar than different. Implications for educational technology companies, institutions, and educators’ teaching and learning practices are discussed.

Keywords: Data Risk, Policy, Online Education, Video Conferencing Platforms, Datafication

This paper will revisit issues to do with the roles of education and an ostensibly liberal democracy in a world rife with disagreement. It seems certain that the outcome of the revisiting will be an insistence that to be true to themselves, the provision of education at both the individual and societal level must cling hard to the key notions of truth, objectivity, and rational justification in a world that perhaps more than any other time is inclined to doubt whether in any final sense these notions have much going for them. Disagreement is the challenge and spur to the reaffirming of our belief in the importance of rational debate in both the private and public spheres.

By increasing the human capacity to acquire, produce, disseminate and consume information at an unprecedented level and value, digital innovations influence consumer behavior and open up new possibilities for creating value. The question which thus arises concerns the way in which these technological changes and the rise of intangible assets in our societies affect on the one hand consumer behavior, on the other hand value creation, business models, and company performances, as well as their financing and governance. The questions on these three points generate many avenues of research, developed in this review of the literature.

Keywords: Innovation, Digital, Création de valeur, Modèle d'affaires, Consommateur, Performance, Innovation, Digital, Value creation, Business model, Consumer, Performance, Innovación, digital, creación de valor, modelo de negocio, consumidor, desempeño