Abstract
ABSTRACT For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.
Highlights
In the context of teacher education, for decades we have been discussing the importance of paying attention to the fast and profound changes happening in society and in people’s personal lives worldwide, as a consequence of the intensification of globalization and of the widespread use of new digital technologies
The COVID-19 pandemic, which closed schools and universities, has compelled educational institutions as well as teachers and students to rethink the role of technology in education
The points that we bring here have appeared in our reflections as we look back at what has been happening in the programs where we teach, how we have addressed literacies-related issues so far and what we feel we need to change based on what we have been experiencing during the COVID-19 pandemic
Summary
In the context of teacher education, for decades we have been discussing the importance of paying attention to the fast and profound changes happening in society and in people’s personal lives worldwide, as a consequence of the intensification of globalization and of the widespread use of new digital technologies.
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