ABSTRACT
The COVID-19 pandemic generated a strong and accelerated reconversion of educational systems. Internet connectivity was crucial to cope with this unprecedented worldwide emergency. This situation exposed the precariousness of the educational system in Argentina. In this article we will analyze the level and the extent of connectivity for educational purposes in the Argentinean territory. Our analysis is based on three sources: 1) Quantitative data about access to the Internet connection;2) Public policies for digital inclusion and the difficulties found for an effective implementation;3) A qualitative survey of the opinions of teachers regarding their possibilities to afford the new circumstances and continue offering virtual classes during the pandemic. The triangulation of data allowed us to arrive at the following results: Deficient and precarious connectivity depending on the geographical area of the country where each educational institution is located, fragmented or discontinued public policies that did not guarantee a right to connectivity, a teaching staff with little training in virtuality and poorly provided. © 2022 FahrenHouse. All rights reserved.