Transformative rhetoric and educational technologies: digital technologies for schooling during the COVID-19 pandemic

Abstract

ABSTRACT The COVID-19 pandemic caused the closures of schools worldwide and a move to remote learning. This article presents the findings of a study that explored the use of digital technology during school closures in Australia, drawing on the perspectives of primary school teachers and parents. Data were collected using Facebook groups and semi-structured interviews, and a thematic analysis conducted. The results describe seven themes associated with the teacher and parent experiences of remote learning: learning how to teach and learn remotely; learning to use technology; moving away from technology; hardware and internet access; collaboration and communication; social connection; and technology and engagement. The findings indicate the need to prioritise teachers’ technological and pedagogical skills as standard practice; include parents in the development of remote learning skills; and move away from transformative rhetoric around educational technologies to a more realistic and needs-based approach.