E-learning en 15 díasRetos y renovaciones en la Educación Primaria y Secundaria de la República de Croacia durante la crisis del COVID-19. How have we Introduced distance Learning?

  1. Alicia Sianes Bautista 1
  2. Encarnación Sánchez Lissen 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Facultad de Ciencias de la Educación. Universidad de Sevilla
Journal:
Revista española de educación comparada

ISSN: 1137-8654

Year of publication: 2020

Issue: 36

Pages: 181-195

Type: Article

DOI: 10.5944/REEC.36.2020.27637 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista española de educación comparada

Sustainable development goals

Abstract

The Republic of Croatia initiated in 2015 a pilot project named e-School that included, among its aims, the development of a model of “digitally mature” schools, so that Information and Communication Technologies (ICT) have a relevant place at all educational levels and are incorporated into the curriculum with a view to improve the technological skills of both teachers and students alike. The implementation of this experimental project, which has been given the title of ‘School for Life’, is expected to be carried out this very year, 2020. Given the current situation that many education systems find themselves in as a result of the COVID19 pandemic, the project has proven to be a particularly timely and significant reform. However, classrooms and educational centres, that have normally been the witnesses of such transformations, have been replaced by a completely different scenario: i. e the home and family environment. It is in this new context in which many of the proposals the reform was created and promoted with must be applied today. Among its challenges was developing a comprehensive change in relation to teaching methods, with an increased emphasis to be placed on technological resources. Nowadays, computers and tablets, together with other technological resources, have become the primary means for its application. Facing this reality, the Croatian Ministry of Science and Education has published several reports in which they present guidelines, specific rules and diverse patterns that may be followed by teachers, headmasters, families and also students, in order to achieve an effective online learning model. Considering both circumstances, a running reform and the need of establishing a new virtual education model due to unexpected circumstances, we analyse in this article reports published by the Croatian government outlining the facilitation of this transition in which the value of the technological resources with regard to curricular reform has been shown.

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Data source: Dialnet