| 000 | 01599cam a2200277 4500500 | ||
|---|---|---|---|
| 005 | 20250121121913.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aDelès, Romain _eauthor |
| 245 | 0 | 0 | _a“We don’t understand anything!” Online teaching devices and inequality in parental support during lockdown |
| 260 | _c2021. | ||
| 500 | _a3 | ||
| 520 | _aE-learning platforms were widely used by teachers during the Spring 2020 lockdown. The lockdown was also an exceptional period where parental support was concerned: parents were involved on a daily basis, almost replacing teachers. Based on an analysis of online content and semi-structured interviews with parents, this article seeks to highlight “misunderstandings”, together with the “decoding” techniques used by parents when faced with “composite” online content. The article shows that, in certain circumstances, remote learning with digital tools can reinforce inequalities in parental support and, in turn, reinforce educational inequalities. | ||
| 690 | _aparent participation | ||
| 690 | _acontinuity of education | ||
| 690 | _alearning object | ||
| 690 | _aparent-school relation | ||
| 690 | _adistance learning | ||
| 690 | _aparent participation | ||
| 690 | _acontinuity of education | ||
| 690 | _alearning object | ||
| 690 | _aparent-school relation | ||
| 690 | _adistance learning | ||
| 786 | 0 | _nRevue française de pédagogie | o 212 | 3 | 2021-12-02 | p. 31-41 | 0556-7807 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-revue-francaise-de-pedagogie-2021-3-page-31?lang=en&redirect-ssocas=7080 |
| 999 |
_c555303 _d555303 |
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