Retos de los progenitores extranjeros ante las clases no presenciales de los hijos e hijas en tiempos de pandemia

Zusammenfassung

In these difficult times of pandemic, the digital divide has affected not only pupils of foreign origin, but also their parents, producing difficulties in the continuity of the school year through digital platforms. The main objective of this communication is to analyse the difficulties presented by foreign parents in order to contribute in the online classes, caused by the Covid-19. The sample is composed of 146 foreign families, whose children are enrolled in three public schools in the second stage of Primary Education. A three-part questionnaire was used to collect data. Unlike a simple "yes" - "no" answer to the first block of items, the second and third blocks respond to a Likert-type scale of five alternative answers. The main results reveal that most foreign families have technological resources at home, but these technological resources are not entirely adequate and/or sufficient. Likewise, almost half of the foreign parents have not received basic notions about how to use the virtual platform from their son or daughter's teacher-tutor. These learning inequalities in digital matters leaves many foreign parents unaware of the need to support their children with digital tasks. In conclusion, among other things, it follows the imperative need to implement social and educational policies based on the democratization of digital culture both inside and outside school.