‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools
Darina Scully, Paula Lehane, C Scully
Abstract
The use of digital technology to support teaching and learning in schools has been rising for years, but in March 2020, it became the only option when the Covid-19 pandemic resulted in the closure of almost all educational institutions worldwide. This article reports on a survey of secondary school leaders (n = 72) in Ireland, conducted three months after the closures. Leaders' beliefs about technology, digital practices before the pandemic and responses to the emergency are considered. The findings suggest that leaders are positively disposed towards technology, and that, prior to the crisis, approaches to digital learning were aligned with some best practice recommendations. Although schools endeavoured to continue provision during the closures, challenges were reported, particularly in rural schools and those serving disadvantaged cohorts. Leaders perceived teachers' 'digital competence' as an area in need of development, and noted that the pandemic may have provided an impetus for this.