The Impact of Curriculum and Digital Literacy on COVID-19 Remote Learning

• In Event: Difficult Transitions to Modernity: From Kafka to COVID

Abstract

This paper’s purpose is to discuss the hidden curriculum of digital literacy divide experiences for teachers and students during the pandemic crisis of COVID-19. The perspective is the humanistic approach to convey the discovery process towards the self-actualization in technological support, shortcomings, disparities, preparedness, and abilities in the practice of teaching and learning. This paper draws from my critical exploration of the lived curriculum during the sudden shift to remote learning using the autobiographical mode of inquiry for analysis. The teacher narrative contributes to scholarly research in striving to improve inequity from existing technology illiteracy and the systemic limiting factors. The significance of literacy skills transposed to the dynamic digital space is critical for remote learning.

Author

• Glenda Edna Rodriguez, University of Texas Rio Grande Valley