TY - GEN
T1 - What time and what place? Technologies' diverging role in online schooling across socioeconomical contexts during covid-19
AU - Yanai, Johnatan Verissimo
AU - Dishon, Gideon
AU - Ramiel, Hemy
AU - Tal, Hilla
AU - Mahajna, Walaa
N1 - Publisher Copyright:
© ISLS.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - The COVID-19 pandemic destabilized the prevailing grammar of schooling and forced schools to rely on digital technologies to create new routines and practices. This offers a unique opportunity to examine the interplay between digital technologies and the temporospatial features of schooling, and how these relations were mediated via contextual features. Based on semi-structured interviews with principals and teachers in Muslim-Palestinian and secular-Jewish schools in Jerusalem, this paper qualitatively analyzes the main technological tools used by educators: instant messaging (WhatsApp), video-conferencing (Zoom) and school-wide platforms (Google Classroom). Our findings stress how technological affordances varied according to socioeconomic status and diverging perceptions of schooling. Specifically, we found that lower-SES Palestinian schools, who faced more acute challenges, utilized digital technologies to restabilize the grammar of schooling in order to monitor and support students' basic needs, whereas average-SES Jewish schools focused on facilitating informal interactions that catered to students' emotional wellbeing.
AB - The COVID-19 pandemic destabilized the prevailing grammar of schooling and forced schools to rely on digital technologies to create new routines and practices. This offers a unique opportunity to examine the interplay between digital technologies and the temporospatial features of schooling, and how these relations were mediated via contextual features. Based on semi-structured interviews with principals and teachers in Muslim-Palestinian and secular-Jewish schools in Jerusalem, this paper qualitatively analyzes the main technological tools used by educators: instant messaging (WhatsApp), video-conferencing (Zoom) and school-wide platforms (Google Classroom). Our findings stress how technological affordances varied according to socioeconomic status and diverging perceptions of schooling. Specifically, we found that lower-SES Palestinian schools, who faced more acute challenges, utilized digital technologies to restabilize the grammar of schooling in order to monitor and support students' basic needs, whereas average-SES Jewish schools focused on facilitating informal interactions that catered to students' emotional wellbeing.
UR - http://www.scopus.com/inward/record.url?scp=85145769334&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145769334
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 1013
EP - 1016
BT - International Collaboration toward Educational Innovation for All
A2 - Chinn, Clark
A2 - Tan, Edna
A2 - Chan, Carol
A2 - Kali, Yael
PB - International Society of the Learning Sciences (ISLS)
T2 - 16th International Conference of the Learning Sciences, ICLS 2022
Y2 - 6 June 2022 through 10 June 2022
ER -