By Mandy Salisbury, Lucas Walsh, Mark Rickinson, Connie Cirkony, Joanne Gleeson, Faculty of Education, Monash University
Recently we have been bombarded with conflicting information around many COVID-19 related issues, including to pursue ‘elimination’ of the virus or not, to close borders or otherwise, and the wearing of protective masks. In Australia, as in many countries, there has been inconsistent and changing advice. Differing views have been hotly debated and the rules ever-changing. During this pandemic, when evidence has played such a central role in policy making and guidance for the public, there is a need to focus on how it is used. This challenge of understanding how to best use evidence also applies to teachers in their everyday teaching and learning practice.
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