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Annotated Bibliography
Topic of Interest: The positive and negative impacts of COVID on Education

Alexis_Adams
EDCI 52002: Seminar II
Summer_ Winrotte
September 18, 2022
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Darolia, L. H., & Kessler, M. A. (2021). From “Social Justice Vacant” to “Social justice explicit”:

An analysis of how elementary pre-service teachers imagine teaching about covid-19. Action

in Teacher Education, 44(2), 87–103. https://doi.org/10.1080/01626620.2021.1950585

In this article, Darolia and Kessler report the findings from action research conducted on

preservice elementary teachers who completed an inquiry lesson, in an undergraduate Social

Studies course grounded in social justice, during the pandemic. Darolia had to adjust and adapt her

classroom to be a virtual classroom, so she also adapted her coursework to make it more relevant to

the times. She created a project in which her students had to create an inquiry lesson about

Covid-19 for elementary students. The findings not only revealed possible curricula that support

social justice values and how it could possibly be implemented within the classroom, but also

revealed how Covid 19- disproportionately impacted marginalized groups. Not only do these

findings explore the different impacts Covid-19 had on different socioeconomic groups, but also

reveals the lack of diversity in teacher education.

The main goals of the article seems to be to identify and call attention to the need for social

justice in education, and the need to redesign and diversify teacher education programs. The author

provides strong evidence to support the main ideas of the research. This article included firsthand

accounts and statements from the students who completed the assignment and inquiry lesson, data,

and evidence to support major ideas presented throughout the article, making this an unbiased

resource. I wouldn’t say that this article is solely objective, due to the fact that one of the authors is

the professor of the social studies course, and she supports social justice. However, to increase

objectivity, the author made sure to incorporate all findings and data from the research, which

minimized the risk of the article being deemed a biased resource.

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This article not only reinforces some of the arguments presented in the Mulvihill and Martin

article, but it also highlights many of the unintended, positive effects of Covid-19 on education.

Darolia was able to be flexible and inventive, and create an assignment that was authentic and

effective in teaching future teachers how to create and implement lessons under dire circumstances,

which could ultimately be put into practice even when circumstances are ideal. Not only did

Covid-19 allow for authentic teachable moments to occur in K-12 and College, but it also reiterated

and further exemplified the need for the diversifying and reforming of education. This article

revealed both negative and positive impacts of Covid-19 on education, but I will further my research

by trying to figure out what solutions have been proposed to close the gap in education that was

present before Covid-19, and widened further during and after the pandemic.
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Mulvihill, T. M., & Martin, L. E. (2022). Covid-19 and global teacher education. The Teacher
Educator, 57(1), 1–6. https://doi.org/10.1080/08878730.2022.2004682

This issue of The Teacher Educator is a collection of articles that detail the impacts of

Covid-19 on education. The main findings of the article is how the pandemic forced education to be

converted into an online format, which was proven to be detrimental to students’ education -

especially minorities, students with disabilities, and ENL students who already experience

marginalization. Furthermore, the authors discussed the findings from several research studies which

revealed that students from low-income neighborhoods were majorly affected by the pandemic, and

also, many did not enroll in school in person or online, which caused even more of a deficit in

learning. The authors highlight that American education is heavily influenced by those of European

descent, and suggest that education needs to be reformed in order to better serve the diverse

population. Lastly, the authors introduce the challenges of educating future teachers both amidst and

after the pandemic. Being that the pandemic had such an impact on students and education in

general, there are now issues of how to adequately teach and prepare new teachers for their future as

educators. All in all, the pandemic had a major impact on education and has sparked conversation

about how to move forward, being that the state standardized tests are still required, and students

-especially those from low socioeconomic backgrounds- experienced major disruptions to their

education.

While I do believe that this source is helpful and reliable, it is somewhat biased. Educators

can offer both primary and secondary accounts, in which this article seems to be primarily a

secondary source. The authors ultimately are seeking and advocating for a reformation of education

and teacher education. They provide many facts and statements from professors across the country
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that corroborate their position on the effects of Covid on both education and teacher education,

however, there were also many opinionated statements presented and discussed throughout the

article. The main limitation of this article is the lack of data and evidence to support major

controversial statements presented. A statement was made about education being constructed around

European interests, culture, and etc, but it was not presented with evidence. Although this very much

so can be viewed as truth or fact, the missing evidence makes it more of an opinion, which is one

reason this article can be viewed as biased. Furthermore, the authors voiced their opposition to the

shift of the integration of technology in education and virtual school, whereas other educators and

stakeholders in education may not be against this shift, which is another reason this article can be

viewed as being biased.

This article supports my argument, being that I believe that Covid-19 pandemic had many

negative impacts on education as a whole. Many of the statements and arguments resonated with

me, mainly because I have experienced many of the things mentioned in the article. However, this

source is limited to only supporting the negative impacts, which is helpful for identifying and

corroborating the negative effects of Covid- 19 on education, but not for identifying and discussing

the unintended positive impacts. Due to the fact that I do not agree that the Covid-19 pandemic

solely impacted education negatively , I will further investigate and explore both the negative and

positive effects of Covid- 19 on education.

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Zhao, Y. (2020). Covid-19 as a catalyst for educational change. PROSPECTS, 49(1-2), 29–33.

https://doi.org/10.1007/s11125-020-09477-y

In this article, the author details and discusses how Covid-19 presented an opportunity for

governments and education stakeholders to rethink and reform education. He presents the idea

that the education system utilized today was built during a different time period, which drastically

differs from life today. Due to this fact, the education system began failing and declining

pre-covid, but Covid accentuated the need for reformation. The author offered an optimistic

outlook on the opportunities presented to make a much needed, overdue change to the education

system, and even proposed possible areas to rethink. He suggests that whatever we identify as the

“what, how, and where” needs to be student centered and not solely from the perspective of

curriculum and test scores.

This article offered the most optimistic outlook on the impacts of Covid on education. The

main goal of this article was not only to highlight the main reason why education needs to be

reformed, but also to suggest that we move towards framing education around the perspectives of

students - education should provide authentic learning experiences and be student centered. I

believe that this article was objective due to the fact that the author presented facts that supported

the idea that Covid- 19 offered an opportunity for fundamental change to occur in education.

Although he provided a few suggestions on how to go about rethinking education, his objectivity

was increased when he suggested a solution that was student centered and unbiased.

This article offers a refreshing outlook on how Covid-19 impacted education and I believe

that this would be a very helpful article to stakeholders and governments who are looking for

ideas on where to start in regards to reframing education. It is a known fact that our education
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systems need to be adjusted to eliminate all biases and fit today’s society. I was a person who

complained about the negative impacts about Covid, but this article actually made me shift my

perspective to look at the impacts of Covid in a positive light. It is definitely stressful to teach in

today’s classroom for more than one reason, but I do think Covid made everyone rethink and

revisit the need for a major reformation of the education system.