Advancing Digital Learning in a Traditional System: Uruguay during the COVID-19 Pandemic

Autor/in	Quezada Morales, Romina
Titel	Advancing Digital Learning in a Traditional System: Uruguay during the COVID-19 Pandemic
Quelle	In: Current Issues in Comparative Education, 24 (2022) 2, S.189-203 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Electronic Learning; COVID-19; Pandemics; Foreign Countries; Educational Change; Elementary Secondary Education; Public Education; Technology Uses in Education; Uruguay + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Öffentliche Erziehung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This report presents an exploratory study with three interviewees in Uruguay: a private school director in Montevideo, an APREnDER school director in Montevideo, and a Plan Ceibal employee who occupies a leadership position. The semi-structured interviews were conducted between November, 2020, and May, 2021, and centered on the leaders' experiences to implement suitable teaching and outreach strategies to continue providing education. The findings suggest that Uruguay's digital learning strategy has grappled with conciliating traditional views on education and digital learning. They further point to not all schools using digital learning resources during the pandemic even when these were available to them and their students, which suggests in some cases a digital divide originated by choice (Gunkel, 2003). The socio-economic gap seems then to depend not so much on the lack of means to acquire technological devices, but on the balance between the traditionally valued education system and the incorporation of new technologies. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01