During the lockdown, from March 16 to May 11, a radical adaptation of teaching methods was necessary to ensure pedagogical continuity.
The Commission of Cultural Affairs and Education of the National Assembly has undertaken to draw a first assessment of the devices set up by the Ministry of National Education and the establishments to " allow the pupils to continue, in a way as complete and serious as possible, the teachings from which they would have benefited in presential". In conclusion, she pleads for the development of a sovereign educational digital system in which private initiatives would have their place.
"In addition to the various digital work environments (ENT) that most secondary schools have, teachers have used new means, implemented on a national scale," the parliamentarians observe.The report of the Commission on Cultural Affairs and Education gives a rather positive assessment of the platform entitled " My classroom at home "The platform has proven to be very robust; it has been able to scale up rapidly, reaching one million users in the first few days and reaching nearly 2.5 million by early April .
"The virtual classroom was equally successful," the parliamentarians observed, "with approximately 230,000 classes held per day. There have been no service interruptions, except for one very brief one due to a handling error. It is estimated that the platform could support up to 12 million users without hindrance."The deputies are equally positive about the "Homework at Home" system implemented nationwide by the La Poste group and the Ministry of Education to remedy situations of digital divide. "This service was set up very quickly, and was operational on April 10 in metropolitan France and on April 17 overseas. The length of the documents, initially six pages, was increased to 60 pages by the end of the lockdown. Approximately 7,000 assignments were transmitted per day, with the figure of 14,000 reached on May 4. One million pages were submitted in total, by 25,000 users.
Continuing and future difficulties
"Despite the efforts and creativity of the teaching teams, educational continuity could not be ensured everywhere or for all students," the deputies lament, however. " For some, it was necessary to be satisfied with a simple pedagogical "follow-up", more realistic to the lacks and inadequacies of digital communication tools made available to them, to use by default derived modes of communication and poorly secured commercial tools, mainly Anglo-Saxon, to communicate with their students and their families . "Educational continuity was first of all hampered by the lack of equipment and connection of students, and even, for some families, an undeniable families, to an undeniable digital divide that goes beyond mere hardware problems. problems. (...)As for teachers, " the urgency of the crisis has often led them, in order to compensate for the shortcomings and inadequacies of the digital communication tools available tothem, to use by default derivative modes of communication and poorly secured commercial tools, mainly Anglo-Saxon, to communicate with their students and families .
