Account of a Foretold Death: Analysing the Response to the Pandemic in the Schools of Castellón (Spain)
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Account of a Foretold Death: Analysing the Response to the Pandemic in the Schools of Castellón (Spain)Autoria
Data de publicació
2021-12-14Editor
School of Foreign Languages of National Research University Higher School of EconomicsISSN
2411-7390Cita bibliogràfica
Alicia, C. (2021). Account of a Foretold Death: Analysing the Response to the Pandemic in the Schools of Castellón (Spain). Journal of Language and Education, 7(4 (28)), 42-52.Tipus de document
info:eu-repo/semantics/articleVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
The Covid-19 pandemic has had a profound impact on education, not only due to its dramatic
interruption of the school year (2019-2020) but also its potential effect on many aspects
regarding teaching in the future. ... [+]
The Covid-19 pandemic has had a profound impact on education, not only due to its dramatic
interruption of the school year (2019-2020) but also its potential effect on many aspects
regarding teaching in the future. In particular, focusing on Spain, this year’s events have also
highlighted the lack of digital resources and preparedness of the schools, which has resulted in
some difficulties when adapting to the new circumstances. In this paper, the author will start
by explaining how the digital competence has developed into an indispensable competence
for learning in the past decade, which the current global pandemic has emphasised even more.
As a consequence of this pandemic, schools and education centres remained closed from
March 2020 to the end of the academic year in Spain. This article focuses on the importance of
technology accessibility and digital competence in language learning, as well as the way it was
overlooked in practice. The immediate response from the Ministry of Education will be analysed
and compared to the way teachers and schools in the Valencian region (Spain) supported the
students during the enforced lockdown in the last trimester of the academic year in primary
school. For this, teachers in four schools in Castellon (Valencian region) were interviewed, and
drawing from their replies, the current reality of the use of technology in primary school will
be examined and compared to the national guidelines and frameworks provided for educators.
Questionnaires were used and analysed using a qualitative approach, while comparing the
current situation to the expected response according to the educative guidelines. [-]
Publicat a
National Research University Higher School of Economics Journal of Language & Education Volume 7, Issue 4, 2021Drets d'accés
info:eu-repo/semantics/openAccess
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