A School Selfie
digital competences and interaction with students during emergency remote teaching
DOI:
https://doi.org/10.31686/ijier.vol10.iss8.3754Keywords:
distance education, pandemic, teaching practice, parent-school relationship, communication strategiesAbstract
During the COVID-19 pandemic, schools offered what became known as emergency remote teaching. However, teachers, students, school leaders, and parents were naturally unprepared to teach and study at a distance. This article aims to evaluate the support offered to students during the pandemic in a school in the city of São Paulo (Brazil). A mixed-approach case study used as a theoretical reference DigCompOrg, a framework for assessing digital competence developed by the European Commission. Teachers, school leaders, and students answered a DigCompOrg-based questionnaire (SELFIE), some of which were selected to participate in interviews and focus groups. The research also involved documents analysis and participant observation. The results indicated that the school offered adequate support to students, parents, and teachers. However, some challenges were identified, such as communication with families, timely feedback, assessment at a distance, and plagiarism. The research results may enhance the development of a plan to improve student support in the school.
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Copyright (c) 2022 Tania Filomena Knittel, Joao Mattar, Wanderlucy Angelica Alves Correa Czeszak, Neide Aparecida Arruda de Oliveira
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Accepted 2022-04-20
Published 2022-08-01
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