The Digitalization of Education in Pandemic. A Peruvian Teacher's Perspective
Keywords:
Covid-19, Perú, Digital competence, Digital gap, Teachers
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
The global educational response to the pandemic has been based on the digitalization of learning processes. These processes have been diverse, mostly by trial and error, and based on diverse socio-educational conditions. What lessons can be learned from this unprecedented educational process? Part of the answer lies in the teachers who have managed this emergency education. In this sense, this study seeks to explore and characterize the weaknesses, threats, strengths and opportunities (SWOT) with which Peruvian secondary school teachers conceive digitalization in the context of the Covid-19 pandemic. The study uses a qualitative research approach based on structured interviews based on SWOT analysis with 1106 active teachers. The process followed four work phases and 21725 text segments were coded and organized into 67 subcategories. The work reveals that the perception of the digitalization process in Peruvian schools is marked by the weakness of the digital access gap, by the threat of dropout due to connectivity, by the opportunity of teacher development with technology and by the strength that the development of digital competence represents for teachers and students. The vision with which teachers have made effective the integration of technology in pandemic is a significant element for the design of educational policies and the construction of a pedagogy for post-Covid-19 education.
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References
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