They claimed that the use of instant messaging services “became part of the pedagogical narrative.”
Teachers and specialists agreed that the WhatsApp application was not only essential to continue education in the pandemic, but that its use was installed as another tool to give classes in the combination between virtuality and presence in the classrooms that is being given at the beginning of the school year.
This was highlighted by the teachers who participated in a talk held in the Virtual Week “Alternatives to think about the Education that comes” held by the National Pedagogical University (Unipe), who agreed to wonder how “to take advantage of speed, fragmentation and instantaneity of the chats “in the return to the face-to-face classes.
In the dissertation called “The school in WhatsApp. Work dynamics, limits and possibilities of the flow of teaching and learning in social networks”, teachers from different parts of the country collected their experience in integrating new technologies and teaching classes during isolation and they assured that the use of instant messaging services with students “became part of the pedagogical narrative.”
“For the first time we did not have to work with teachers to convey the charm of technology because we were all using them. Screens were the only way to work to guarantee meetings and that led us to think about the link with technology in a different way. “, assured Paola Roldn, who works in teacher training in Cordoba and produced the work” Give classes on WhatsApp “.
“In this return to the presence, it was put into discussion that without the presence there would be no school but we all know the difficulties in which we gave classes last year. Giving classes is much more than what is translated in the classroom,” he reflected.
In this sense, Roldn assured that, “in a highly precarious and complex context”, the WhatsApp messaging application became a fundamental piece for the teaching of classes.
“We use WhatsApp in countless daily activities but it became a tool for school exchange and for maintaining a bond with students “, asserted.
“Something has this network that was installed quickly and lasted over time, although with a variation in the modes of use,” said Roldn, adding that “the challenge is to think about what features can be taken advantage of by speed, fragmentation and the instantaneity of chats “for the new cycle of face-to-face classes.
Mara del Rosario Gonzalez, a teacher who works in the Buenos Aires towns of Caseros and Morn, said that “last year we validated the work with WhatsApp, from the first day we asked ourselves what the pros and cons were.”
“It was used a lot for groups of diffusion and individual talks. The use of audios and tutorials prepared by ourselves helped us a lot. We have all been renewing ourselves and we seek to replicate the school at home,” he said.
Andrea Farr, a teacher from Bariloche, Ro Negro, assured that the messaging service helped to connect teachers with each other to have a better planning of curricular contents.
“The planning space was much larger because the classes had to be shorter and without the interaction of the classroom. A lot was planned with other teachers, interdisciplinary work was done and it was like a way out of the isolation of the classroom between teachers. Thinking together with others is enriching, “he said in his speech.
Roldn reflected that the chats “allowed a linking plot where the classes were transformed into audios, creating links, words of encouragement or reference.”
“We were able to resolve the situation because we wanted something to happen in class,” he said, adding that “the teachers were learning what was urgent and essential.”
Mariana Maggio, director of the teacher of Educational Technology of the Faculty of Philosophy and Letters of the UBA, He assured Tlam that in the face of the “surprise” that was the pandemic in 2020 “the most important thing was to be communicated to be able to generate new work frames.”
“They appealed to what was already a cultural trend. WhatsApp was one of the most accessible ways to connect between teachers, with families and with students. It was a challenge to put together a pedagogical proposal in that context,” he said.
In this sense, with the return to face-to-face classes, Maggio proposed “a combination of solutions” to relate virtuality and work in the classroom.
“It is super important that as learning from the pandemic we can think of comprehensive proposals in this new combination that has a meaning and a common pedagogical horizon,” he said.
Finally, Maggio valued that the virtuality of the pandemic brought teachers closer to the cultural consumption of their students.
“The pandemic recognized the cultural trends that our students already had such as virtual games, Tik Tok and other networks, and that brought us closer to the students,” he acknowledged.