The Digitalization of Education in Pandemic. A Peruvian Teacher's Perspective

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.

Perceptions of technology in education during the COVID-19 pandemic: The views of student teachers specializing in ICT

This study aimed to analyze the perceptions of teacher training students, specializing in Information and Communication Technologies (ICT), in relation to digital technology during the COVID-19 crisis. To do so, forty-three asynchronous interviews, based on an open-ended question, were carried out with students undertaking the Bachelor's Degree in Primary Education Teaching at the Universitat de Valencia and specializing in ICT, during strict home confinement. The analysis shows that the participants did not have an instrumental view of technology as providing a series of solutions for the educational difficulties presented by the pandemic. Instead, they took a broad analytical view of the educational issues and the relevance of digital responses to the COVID-19 education crisis. Through the interviews, a series of alternative solutions to emergency remote education were identified and the participants endorsed an integrated vision of the function of teaching based on digital competence as a training requirement.