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

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Bibliographic Details
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]
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Database:	Education Research Complete

Description
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]
ISSN:	03323315
DOI:	10.1080/03323315.2021.1915839