Impacto de las clases no presenciales en el alumnado de origen extranjero

Résumé

Due to the current situation caused by the Covid-19, the digital divide remains an aspect to be resolved. These inequalities in access to information and communication technology have very negative consequences for social and educational development, especially for those people who are in a situation of vulnerability. The main objective of this article is to identify the difficulties of non-face-to-face teaching of foreign students in educational centres located in disadvantaged contexts. In this sense, 146 foreign students, enrolled in the second stage of Primary Education, have participated. Regarding the collection of data, a questionnaire with a Likert-type scale of five alternative answers was used. The main results reveal that there are very significant deficiencies in relation to the presence of technology resources at home, such as access to Internet and the absence of devices able to connect to the network in an adequate manner. This digital gap leaves unattended the improvement of digital competence which is evidenced in the inadequate use of ICT to follow nonpresential lessons. In conclusion, it is necessary to finish with the differential access to ICTs, as well as their intermittent use by vulnerable groups, taking into account the political and social responsibility to guarantee this essential right, in order to face similar situations in the 21st century