A School Selfie

Abstract

During the COVID-19 pandemic, schools offered what became known as emergency remote teaching. However, teachers, students, school leaders, and parents were naturally unprepared to teach and study at a distance. This article aims to evaluate the support offered to students during the pandemic in a school in the city of São Paulo (Brazil). A mixed-approach case study used as a theoretical reference DigCompOrg, a framework for assessing digital competence developed by the European Commission. Teachers, school leaders, and students answered a DigCompOrg-based questionnaire (SELFIE), some of which were selected to participate in interviews and focus groups. The research also involved documents analysis and participant observation. The results indicated that the school offered adequate support to students, parents, and teachers. However, some challenges were identified, such as communication with families, timely feedback, assessment at a distance, and plagiarism. The research results may enhance the development of a plan to improve student support in the school.

The Inclusive Educational Potential of Virtual Reality From an Ethno-Racial Approach: Developing Digital Skills for the Contemporary World

“…For Knittel et al (2022), the development of digital competences seems to be one of the main points for a more significant and successful support to the student, although in the Brazilian context, as well as in other developing countries, it is first necessary to invest in access to internet and quality equipment. Moreover, both in developing countries and around the world, well-planned teacher training can result in the adoption of teaching strategies that promote interactive and inclusive activities.…”