Schools’ readiness for digital learning

Digital learning amidst of COVID 19, it's a two way affair, the pros and the cons 


However-if the digital gap in education were to increase while schools are closed, learning inequality and learning poverty would also inevitably increase. Learning continuity would then be ensured for some but denied to others.  

This would allow all students to access online learning materials and digital platforms with educational content. However, even in rich countries where Internet connectivity is all but universal and there is little gap in access, the COVID-19 crisis has illuminated two more dimensions to the digital gap.

The second dimension is the digital use gap: without direction, engagement with online content is less sophisticated and less learning-oriented for students from poorer socioeconomic backgrounds. The third dimension is the school digital gap: the capacities and capabilities of each school to provide individualized, or suitably levelled and sequenced, digital learning for students; to promote and monitor engagement with these materials; and provide to feedback that helps maximize learning outcomes. For example, one school might be sending printed materials only or suggesting that students watch videos aimed at the general public, while another school is able to continue classes virtually or initiate creative ways of using digital apps for collaborative learning and individualized student support. The vast disparity in schools’ capabilities makes it easy to see why this is the most relevant digital gap for ensuring that students can keep learning during the pandemic.
This called for a special attention.


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