Learning in the Context of Digital Technologies: What Lessons Can We Learn from Covid-19 in Basic Education?

Abstract

With the pandemic, the European Union reconfigures the need to raise levels of digital training, as well as to improving digital skills and competences. The emergency remote teaching increased the challenges and inequalities among the most disadvantaged, led them to learn how to learn for themselves, it means to learn to be competent, to be autonomous through a work plan, to receive and consider feedback to improve. The objective of this study is to inventory and articulate knowledge about emergency remote teaching, more specifically, to answer the question: in the context of the covid-19 pandemic, which pedagogical practices were most friendly for learning and succeed in basic education? To conduct this study, the methodology was quantitative. We constructed and applied online a questionnaire near teachers of basic education (n = 377). The questionnaire was composed of multiple-choice and open-ended questions. Data were processed using SPSS (Social Package for Social Sciences), version 27 and analyzed using descriptive statistics. The main results suggest that teachers considered that they need to change pedagogical practices, designing “new” pedagogical scenarios, teaching and learning strategies for motivating pupils and evaluating competences through the use of emergency remote teaching. Despite this effort and awareness of the need for change, the performance culture was still predominant.