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Living and learning with Covid-19: re-imagining the digital strategy for schools in Ireland.

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Title: Living and learning with Covid-19: re-imagining the digital strategy for schools in Ireland.
Authors: Kilcoyne, Anthony1 a.kilcoyne1@nuigalway.ie
Source: Irish Educational Studies. Jun2021, Vol. 40 Issue 2, p247-253. 7p.
Subject Terms: *COVID-19 pandemic, *Educational technology, *Online education, *Education policy, Information & communication technologies
Geographic Terms: Ireland
Abstract: This article explores how the digital strategy for schools policy 2015–2020, Ireland's national digital technology in education policy and its enactment in schools prepared them for school closures as part of the Covid-19 response. The educational, economic and social context in which the digital strategy for schools was published in 2015 was vastly different from the current living with Covid-19 context. When schools eventually recalibrate, lockdown induced school closures will have provided a collective perspective and richer evidence base for the triumvirate of student, teacher and parent to contribute to the technology in the education debate. This paper utilises Ball, Maguire, and Braun's concept of context as a heuristic tool to illuminate the enactment of the Digital Strategy for Schools 2015–2020. The approach taken is discursive drawing on the digital strategy for schools policy document and the corpus of national and international reports and literature that have been published during Covid-19. Findings are fused with a detailed theoretical discussion about what we understand by digital learning for a post-pandemic society, how the current digital strategy speaks to this new reality and where attention should be directed in future reviews and strategy documents. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This article explores how the digital strategy for schools policy 2015–2020, Ireland's national digital technology in education policy and its enactment in schools prepared them for school closures as part of the Covid-19 response. The educational, economic and social context in which the digital strategy for schools was published in 2015 was vastly different from the current living with Covid-19 context. When schools eventually recalibrate, lockdown induced school closures will have provided a collective perspective and richer evidence base for the triumvirate of student, teacher and parent to contribute to the technology in the education debate. This paper utilises Ball, Maguire, and Braun's concept of context as a heuristic tool to illuminate the enactment of the Digital Strategy for Schools 2015–2020. The approach taken is discursive drawing on the digital strategy for schools policy document and the corpus of national and international reports and literature that have been published during Covid-19. Findings are fused with a detailed theoretical discussion about what we understand by digital learning for a post-pandemic society, how the current digital strategy speaks to this new reality and where attention should be directed in future reviews and strategy documents. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2021
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