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Given the unstoppable advance of COVID-19 and its worldwide expansion, one of the first measures fell directly on the classrooms.\u00a0From one day to the next, the approximately 10 million students in Spain,\u00a0according to data from the Ministry of Education and Vocational Training<\/a>\u00a0, stayed at home.<\/p>\n And along with that educational lock, the first doubts arose, and some fears as well, about how to respond to students and continue supporting their learning process without their presence in classrooms.<\/p>\n At this point, as a response to the new scenario that has broken into our lives, it is when the\u00a0online<\/em>\u00a0world resurfaces\u00a0as an alternative way to face-to-face education, gaining the credibility that for many years has been denied by presenting it as something alien to the educational environment and whose use should be limited to few online activities.\u00a0Almost nobody seemed to conceive of it as something that opens up endless possibilities for the full development of the students’ educational process.<\/p>\n Forced by the circumstances<\/a>\u00a0, teachers began to launch the first\u00a0online<\/em>\u00a0classes\u00a0, relying solely on their creativity and their willingness to do things well, despite the fact that many had never experienced teaching in an out-of\u00a0–<\/em>\u00a0classroom\u00a0setting.\u00a0And thus, gradually, other types of extracurricular activities, entertainment or play, with educational or non-educational purposes, have been added that aim to contribute their grain of sand in this hard process we are going through.<\/p>\n Once everything is underway, new reasonable doubts begin to arise where the academic takes second place and the valuation of the inequalities that this new reality could be causing begins to acquire importance.<\/p>\n We find that each school, institute, university and Autonomous Community establishes its own action plan, different from each other, and that limit its adaptation process.\u00a0The most seasoned manage to adapt to the new reality and maintain, even if in a different way from the usual one, a \u201cnormalized\u201d rhythm of classes, assignments and exams, while others, more anchored to face-to-face structures, are left behind.<\/p>\n In this case, a first inequality is established that does not allow progress throughout the country in the same way or at the same pace, leading to significant social unrest, especially within the educational sphere.\u00a0What will students do who do not have access to\u00a0online<\/em>\u00a0platforms\u00a0, who cannot take their exams, who cannot finish their syllabi or who cannot prepare for the EBAU as expected?<\/p>\n Before these questions that students, families and teachers ask themselves, other reflections are added that raise a difficult wall to tear down and that make us think about the individual characteristics of the students and their families.<\/p>\n Firstly, and despite the fact that in Spain,\u00a0according to data from the National Statistics Institute<\/a>\u00a0, 91.4% of Spanish households have internet access, many students, especially those in more disadvantaged conditions, are deprived of power continue with curricular learning.<\/p>\nThe world resurfaces\u00a0online<\/em><\/strong><\/h4>\n
Faced with the paradigm shift, new inequalities<\/strong><\/h4>\n
Not all students have internet access<\/strong><\/h4>\n