Transition to emergency remote education
Perceptions of Portuguese secondary school teachers about the use of digital technologies
DOI:
https://doi.org/10.24840/esc.vi59.337Keywords:
secondary education, emergency remote education, COVID-19, digital teaching competenceAbstract
Although the discussion on the importance of using digital technologies in education is not recent, especially because its importance in developing soft skills and preparing students for the current needs of society is already widely recognized, the COVID-19 pandemic has demonstrated the importance of digital for education. This issue has been enhanced by the total closure of schools which, according to UNESCO (s.d.), has affected, by April 2020, more than 90% of the world’s student population. This article, based on an exploratory analysis, seeks to understand how this transition from the face-to-face regime to the digital regime was carried out in Portuguese basic and secondary education, namely regarding the preparation of teachers and their schools. The answers obtained through the application of a questionnaire survey, between April and August 2020, answered by 139 teachers of basic and secondary education, show how teachers were forced to modify their pedagogical work, the inherent challenges, the critical reflections associated with the process and the opportunities that are presented given an education that makes use of digital technology to promote quality educational ecosystems.
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