Digital technologies and pandemic COVID-19: challenges felt by basic education teachers

In this article, we present the results of a study that aimed to understand how elementary school teachers perspective remote emergency education, the constraints felt and positive aspects highlighted, taking into account the technologies adopted for pedagogical mediation during the COVID-19 pandemic. For data collection, we take care of ethical procedures, namely anonymity and voluntary participation. The study included 377 teachers, who answered a questionnaire survey, which contained likert-type items on teaching, learning and evaluation, and ended with two open questions: 1) about the main constraints of this teaching modality and 2) main positive aspects. We use the webQDA software to support the analysis of the data of these issues. The results show that the pandemic has accelerated the urgency of digital education, forced teachers and students to evolve, evidenced inequalities between students with and without computer, with and without connectivity. By addressing different learning rhythms, technologies enhance the development of ICT skills; the most shy or more difficult students developed more skills in this type of teaching, as well as the improvement of the students' behavior.