Educational Poverty, Digital and Cultural Divide: Some Reflections from a Case Study

Autor/in	Patera, Salvatore
Titel	Educational Poverty, Digital and Cultural Divide: Some Reflections from a Case Study
Quelle	In: Research on Education and Media, 14 (2022) 1, S.93-101 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patera, Salvatore)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2037-0830
DOI	10.2478/rem-2022-0011
Schlagwörter	Poverty; Case Studies; Pandemics; COVID-19; Teaching Methods; Learning Processes; Risk; Technological Literacy; Cultural Background; Access to Education; Foreign Countries; Social Differences; Elementary Secondary Education; Parent Teacher Cooperation; Teacher Attitudes; School Role; Educational Change; Italy + Suchen Sie Ihr Suchwort? Armut; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Risiko; Technisches Wissen; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Sozialer Unterschied; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Bildungsreform; Italien
Abstract	The pandemic has highlighted and accentuated some potential risks and critical issues already present in several educational contexts: the widening of educational poverty, the increase in the digital and cultural divide and the expansion of learning loss and of the implicit and explicit early school leaving. In this regard, the case study developed in a period just prior to the pandemic, on the one hand, has highlighted some critical issues of the teaching-learning relationship, while, on the other hand, it has deepened the strengths concerning the teaching-learning relationship in order to improve learning to learn and learning to teach for students and teachers in contemporary complexity. The results show that facing the current complexity means understanding the cultural aspects that guide today's ways of learning and teaching based on technologies. The relevance of these aspects concerning meanings and practices of teaching and learning is understandable, taking into account the rapid and profound changes in the current world in which we live. In summary, the results of this educational research on the analysed teaching and learning practices can be useful both to treasure today's lessons learned and to copy the unexpected changes that each crisis proposes like the current one. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01