Stick with the program or promote engagement? An analysis of the criteria for learning continuity and pedagogical changes in a pandemic context
The pandemic has triggered a disruptive pedagogical transformation. This study examines how digital practices have changed in relation to the continuity criteria of teachers at different teaching levels. The results show that the pedagogical relationship is prioritized over and above program monitoring and assessment. However, the changes in digital practices apply more to virtual classrooms and the communication tools used in kindergarten and elementary school. At college level and higher, pre-existing platforms are used more intensively, and the choice of tools is engaging for students.