What Does a Pandemic Bring to Digital Education in Schools?

• Published in: Mirai Kyoso:Journal of Collaborative Future Creation Vol. 9; pp. 199 - 223
• Main Author: SONOYAMA, Daisuke
• Format: Journal Article
• Language: Japanese
• Published: Mirai Kyoso:Journal of Collaborative Future Creation 31.03.2022; 国立大学法人 大阪大学大学院人間科学研究科附属未来共創センター
• Subjects: COVID-19; Digital Capital; Digital Colony; Distance and Digital Education; Pandemic; デジタル植民地; デジタル資本; パンデミック; 遠隔・デジタル教育
• ISSN: 2435-8010
• DOI: 10.50829/miraikyoso.9.0_199

What kind of education policy has France and in the world taken since the Pandemic Declaration in March 2020? What can we pay attention to and what can we learn from it? In particular, in this paper, I would like to focus on the spread of distance and digital education, which should be utilized to avoid widening educational disparities. Needless to say, digital education is an essential learning content and has been introduced since elementary school. Not limited to ICT education, digital teaching materials can be used in many subjects. In France, it is considered that such digital education will be actively introduced as a tool to correct of regional disparities, school disparities, and to help school refusal and different minorities to learn easily. It can be said that teachers, pupils, and parents were forced to use digital teaching materials and distance learning due to the school closures and diversified school attendance during the COVID-19. As a result, it is necessary to pay attention to the digital capital disparity due to the amount of capital, which is related to the new competence of families with digital capital, children and teachers, and the new digital colony in the globalization of digital capital. Danger was also born. During the COVID-19's school education has accelerated the worldwide spread of distance and digital education, but it must not be unaware of its implications.