Teaching digital competence for remote education in times of social isolation arising from Covid-19

Abstract

The objective was to understand the digital competence of Brazilian teachers for the development of emergency remote teaching during the suspension of face-to-face classes due to the Covid-19 pandemic, considering their perceptions. This is a qualitative study carried out with 146 teachers linked to educational institutions, public and private, federal, state and municipal. Data were collected through an online questionnaire, processed in the Iramuteq program and submitted to content analysis according to Bardin. Three categories emerged: self-perception of digital competence; challenges to the acquisition of digital competence; and strategies for the development of digital teacher competence. The results indicated that teachers recognize their shortcomings to proficiently employ Digital Information and Communication Technologies, but experience setbacks, one of the prominent ones being having to acquire digital competence simultaneously at the time of applying it without having time to do so. To overcome them, they establish solidary relationships with other teachers, educate themselves self-taught and learn during their work. It is concluded that, even in a hostile scenario, teachers strive for a better level of digital competence, however, they lack training opportunities, including greater involvement of governments and educational institutions.