Due to the COVID crisis, the educational system around the world has been upset. The restrictions imposed have led to a paradigm shift in education. Suddenly, teachers and students were put in a position to change their habits and how to relate in a way that they were not prepared for.Although students and teachers are digitally literate, their skills and competencies for online teaching are lacking.[i]
Statistics revealed that in all countries, a high percent of students were enabled to achieve knowledge at a satisfactory level or the specific competences as set in the curriculum . This was due to the lack of the necessary skills of both teachers and their own to conduct online school activities. Teachers had difficulty finding the right ways to ensure students’ progress.The world has not been prepared for this type of learning, which has had the effect of adopting temporary solutions, more or less appropriate. Not even at the theoretical level there are instructions on the methodology of online teaching / learning nor on the good practices. Students learning suffered a setback.Teachers couldn’t find the best solutions to achieve the objectives of the lessons. 66,9% of them performed for the first time online, according to the JRC report on Covid 19. Also, the applied surveys lead to the conclusion that there is a need for more digital educational resources, in order for the classroom activity to be more efficient.Online learning has a great potential, but only if it is well prepared by teachers and students. [ii]
It can be seen that teachers and students from all European countries and beyond have faced the difficulty of adapting to online schooling. Being an unprecedented situation, at least in the first stage of the pandemic, there was no coordinated unitary action in any country, so the teachers did as they thought was best. But the requirements of a quality online education require new digital skills, as well as a know-how in terms of good practices.
However, these good practices were not known in the educational environment. On the one hand, teachers did not know what tools to use to ensure proper interactivity in lessons, on the other hand, students were unprepared to organize their online learning, even being digital natives. There are no suitable guides in this regard. Even greater difficulties are encountered in the case of students with special requirements, integrated in mainstream schools. They need to be helped even more to overcome the difficulties encountered. Under these conditions, students could not acquire the necessary knowledge during online schooling. Students and teachers did not have the necessary digital skills, they were not prepared for such activities. To this could be added the fact that the use of web tools in the classroom was previously at a low level. All this has produced undesirable consequences, such as: students suffered learning loss and did not acquire the skills provided in the curriculum; learning outcomes have declined the quality of learning has decreased learning has become difficult students’ motivation for learning decreased. Through this project these shortcomings could be eliminated.