Research in education has produced vast information about the use of technology for the development of classes around the world. In Paraguay, there have been in-itiatives that promote the use of technology in schools to enhance the teaching and learning process. The objective of this study is to examine the use and scope of ICT in the classroom and to better understand teaching experiences in secondary education in Paraguay. The methodology used was quantitative and qualitative by means of an online questionnaire with closed and open-ended questions consist-ing of 30 questions on access to and use of technology in the classroom, teacher skills and training, and level of institutional support. Results include three factors associated with the professional perception of ICTs and 7 factors associated with the degree of appropriation of ICT as well as factors related to teachers’ compe-tency levels and differences between rural and urban areas. These findings call for first of all a stronger emphasis on universal access from the public policy point of view in order for the affordances of ICT to be available to all.

Around the world COVID-19 has forced governments to take measures that have so far affected education systems, in various ways. Face-to-face interactions have been disrupted in around 70% of educational institutions as per reported by UNESCO (2020). Due to the pandemic, authorities in Paraguay adopted early measures to prevent the spread of the virus which in turn have affected educational institutions greatly. This article reports an analysis of educational administrators’ institutional perspectives in light of the challenges presented by quarantine measures and considering elements such as infrastructure and access to technology, teacher training, student and parent limitations. A mixed quan-qual approach was followed using closed and open-ended questionnaires. The sample included 110 educational administrators from public and private institutions at all levels throughout the country. Results of this study report that when the quarantine started, educational institutions had difficulty migrating to distance learning. Such difficulties were: limited access to the Internet, poor training in the use of and access to educational ICT. Opportunities to invest in infrastructure, train teachers and rethink education were also noted. These results demonstrate the need for greater and better access to educational technologies by the main educational actors in the country to guarantee equal academic opportunities.

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During 2020 education underwent significant changes due to the abrupt interruption of face-to-face instruction around the world due to the impact of the COVID-19 pandemic. This study presents a comparison of parent’s perspectives in Paraguay during two periods, at the beginning and at the end of the school year. A sample of 505 parents participated in the first phase, and 202 in the second phase. Data were collected through online questionnaires in both phases. The results show that parents were forced to purchase electronic devices, mainly computers, to respond to certain school activities, despite the economic recession of the pandemic moment. WhatsApp played a very important role at the beginning of remote classes, both to maintain communication and/or send academic assignments. However, by the end of 2020 the use of digital educational platforms was widespread as reported by parents. Support of school activities was carried out by mothers for the most part. Difficulties evidenced include the comprehension of tasks, motivation and the internet connectivity, which increased. significantly throughout the year. A majority of parents expressed satisfaction with the implementation of ICT in remote education, and the main reason noted was the fear of sending children to schools in-person.

This study evaluated and reviewed phone apps designed to aid in the learning of English of English as a Foreign Language (EFL). From among ninety frequently-downloaded free Android apps, the authors selected and reviewed twelve apps for their potential use by teenagers and adults in EFL classrooms at the intermediate and advanced levels. They employed an author-developed rubric with eight criteria: curriculum connection, authenticity, feedback, differentiation, performance, sharing, user-friendly, and appeal. Findings suggest that several Android apps exist that can potentially enhance the teaching and learning of English. Implications suggest that if teachers are trained at reviewing apps, they can become empowered at selecting digital tools for making their lessons more compelling and student-centered. Yet, to maximize the efficacy of these apps in their EFL classrooms, teachers should provide support and feedback related to the skills being practiced by their students on these apps.