Katerine Franco-Cardenas -Teaching in the Global Pandemic - Colombia

A teacher from Medellín shares how the pandemic accelerated digital literacy at their school. Initially, there was concern about continuing education, but the teacher proposed training colleagues in technology. Pre-pandemic, they had used tools like Skype for global exchanges. The pandemic necessitated digital literacy, leading to the use of Microsoft Teams and video calls. Challenges like limited internet access were addressed by focusing on mobile devices. Collaboration among teachers and global connections were strengthened. Innovative strategies, such as podcasts and digital storytelling, were developed, enhancing the educational experience.

What was the initial reaction of the teachers at the educational institution when the pandemic started?

• They felt anxious about how to continue the educational process.

• They were indifferent to the situation.

• They were excited about the new challenges.

• They immediately knew how to handle the situation.

What technological tool did the teacher use for collaborative exchanges before the pandemic?

• Google Meet

• Microsoft Teams

• Skype

• Zoom

What was a major challenge faced by families during the pandemic?

• Lack of interest in education

• Difficulty in internet connection

• Overabundance of technological devices

• Too many online classes

How did the institution plan classes to accommodate the technological limitations of students?

• By using only printed materials

• By conducting classes in person

• By planning classes for mobile devices

• By canceling classes

What was one of the outcomes of the teacher's prior knowledge of technology during the pandemic?

• They were able to conduct training with other schools.

• They ignored other schools in the city.

• They stopped using technology altogether.

• They focused only on their own students.

What innovative strategy was used to engage students and families during the pandemic?

• Avoiding any form of digital content

• Focusing solely on traditional lectures

• Conducting only written exams

• Creating a digital station with podcasts

How did the pandemic impact digital literacy at the educational institution?

• It facilitated the acceleration of digital literacy.

• It slowed down digital literacy efforts.

• It made digital literacy unnecessary.

• It had no impact.