Impacts of Remote Learning Measures on Educational Access and Quality in Ecuador

Hannah Stinson
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Abstract

This analysis explores the ways in which the digital measures taken by Ecuador’s MINEDUC affected the access and quality of education in Ecuador, as well as impacts of these changes on existing socioeconomic gaps in the country. The exploratory study was based on two semi-structured interviews, one with an educational practitioner and one with a policymaker. The first interviewee was the director and sole multi-grade teacher of a public IBE elementary school in a rural zone of Ecuador. This interview took place in December, 2020. The second interviewee had served in a high rank position in the MINEDUC during the pandemic, and this interview was carried out in August, 2021. The analysis of the data indicated that participants conceptualized academic quality as care for the holistic wellbeing of students as well as taking opportunities provided by remote learning for innovation in education. Educational policy, curriculum, and practitioners emphasized these forms of quality education during the pandemic. Another finding was the roles of technology and teachers as educational gatekeepers. Educational access was mediated by access to technology, and/or teacher responsibility to deliver other forms of remote learning. Teacher responsibility was especially high in rural areas where access to technology is scarcer. Finally, digital divide is a term used in recent decades to describe the gap between those who are able to access and effectively use new technologies, and those who cannot (Van Dijk, 2012). Social distancing highlighted the digital divide in Ecuador, but the diversity of measures offered helped to mitigate adverse effects of the digital divide. Even where technological access was limited, the wealth of digital resources developed in response to the pandemic provided professional support to teachers.
厄瓜多尔远程学习措施对教育机会和质量的影响
本分析探讨了厄瓜多尔MINEDUC采取的数字措施对厄瓜多尔教育机会和质量的影响,以及这些变化对该国现有社会经济差距的影响。探索性研究基于两个半结构化访谈,一个是教育从业者,另一个是政策制定者。第一个受访者是厄瓜多尔农村地区一所公立IBE小学的校长和唯一的多年级教师。这次采访发生在2020年12月。第二位受访者在大流行期间曾在中非特派团担任高级职务,这次访谈于2021年8月进行。对数据的分析表明,参与者将学术质量概念化为对学生整体福祉的关心,以及利用远程学习提供的机会进行教育创新。在大流行期间,教育政策、课程和从业人员都强调这些形式的优质教育。另一个发现是技术和教师作为教育看门人的角色。获得教育机会是由获得技术和/或教师提供其他形式远程学习的责任来调节的。教师的责任在农村地区尤其高,因为那里获得技术的机会较少。最后,数字鸿沟是近几十年来用来描述那些能够访问和有效使用新技术的人与那些不能使用新技术的人之间的差距的一个术语(Van Dijk, 2012)。保持社交距离突出了厄瓜多尔的数字鸿沟,但提供的各种措施有助于减轻数字鸿沟的不利影响。即使在技术获取有限的地方,为应对疫情而开发的丰富数字资源也为教师提供了专业支持。
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